The role of type of activity in parent–child interactions within a family literacy programme: comparing prompting boards and shared reading

To examine what kinds of parent–child interactions are elicited by different literacy-related activities, an exploratory study was conducted with 19 mother–child dyads. Although prompting boards are widely incorporated in pre- and primary school curricula, and in various family literacy programmes, scientific knowledge supporting their use is lacking. Within the context of the Dutch family literacy programme ‘Early Education at Home’ [Dutch...