An Exploration of Indian American Parent-Child Shared Reading Beliefs and Practices.

Purpose: The purpose of this study was to conduct a preliminary investigation of the shared reading beliefs and practices of Indian families in the United States to inform the adaptation of early language interventions for cultural responsivity. Method: Five parents completed surveys, a semistructured interview about their culture and reading beliefs, and a shared reading observation with their children. Surveys were analyzed quantitatively. Semistructured interviews were analyzed using an interpretivist approach with inductive and deductive codes. Shared reading observations were analyzed using the Adult-Child Interactive Reading Inventory and coding of all extratextual talk. Results: Data from surveys demonstrated that reading was an important activity for Indian American parents, and they all had reading routines in place. Interviews highlighted cultural influences on reading practices and parenting. Shared reading observations revealed that parents' most common interactive reading behavior was pointing at pictures and letters in books. They also frequently repeated and expanded their children's utterances. Potential adaptations to shared reading as an intervention for cultural responsiveness are suggested. Conclusions: Shared book reading that capitalizes on existing values, practices, and funds of knowledge shows promise as a culturally responsive intervention for Indian American families. Further experimental research is needed to assess the efficacy of culturally responsive adaptations for language development. [ABSTRACT FROM AUTHOR]