Parenting Journal · Volume 2 · Issue 4 · Licensed source edition
Revealing the Unique Themes in Parent–Child Shared Book Reading Behaviors: A Systematic Review of Chinese and English Research 2005–2024
Originally published 2026-04-13 · Behavioral Sciences
Multidisciplinary Digital Publishing Institute (MDPI) · DOI 10.3390/bs16040581 ↗
Editorial reading guide · Collaboration
Which parts of reading together have researchers in different languages emphasized?
The authors map themes in two bodies of literature about reading together, providing a view of which adult and child contributions researchers have chosen to study.
Who was studied?
Chinese- and English-language research indexed in CNKI and Web of Science between 2005 and 2024.
Age / stage: Children in parent–child reading studies
Read with three questions
- What does a map of research topics tell us about evidence for a particular routine?
- What criteria determined which studies and settings entered the synthesis?
- How did the authors distinguish the adult’s participation from the child’s engagement?
Keep the limits in view
Coverage depends on the databases, languages and inclusion rules used by the review. Differences among the underlying study designs limit conclusions about effects.
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Follow the original.
Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Junnan Zhou; Jingyi Lei; Shuang Chao; Chenyi Zhang (2026). Revealing the Unique Themes in Parent–Child Shared Book Reading Behaviors: A Systematic Review of Chinese and English Research 2005–2024 Behavioral Sciences. https://doi.org/10.3390/bs16040581
Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.