Parent–child language interaction in early childhood carries long-term implications for children's language and reading development. Conversational interaction, in particular, has been linked to white matter organization of neural pathways critical for language and reading. However, shared book reading serves an important role for language interaction as it exposes children to sophisticated vocabulary and syntax. Despite this, it remains unclear whether shared reading also relates to white matter characteristics subserving language and reading development. If so, to what extent do these environmentally associated changes in white matter organization relate to subsequent reading outcomes? This longitudinal study examined shared reading and white matter organization in kindergarten in relation to subsequent language and reading outcomes among 77 typically developing children. Findings reveal positive associations between the number of hours children are read to weekly (shared reading time) and the fractional anisotropy of the left arcuate fasciculus, as well as left lateralization of the superior longitudinal fasciculus (SLF). Furthermore, left lateralization of the SLF in these kindergarteners is associated with subsequent reading abilities in second grade. Mediation analyses reveal that left lateralization of the SLF fully mediates the relationship between shared reading time and second-grade reading abilities. Results are significant when controlling for age and socioeconomic status. This is the first evidence demonstrating how white matter structure, in relation to shared reading in kindergarten, is associated with school-age reading outcomes. Results illuminate shared reading as a key proxy for the home language and literacy environment and further our understanding of how language interaction may support neurocognitive development.

Purpose: Parental self-efficacy has emerged as an important factor linked to the quantity and quality of parent-child shared reading. Reduced shared reading has been documented among families of parent(s) with language-based learning disorders (LBLD). Yet, it remains unclear whether parental history of LBLD is associated with self-efficacy. The purpose of this study was to examine whether self-efficacy in fostering children’s language and foundational reading development is associated with parental LBLD history and shared reading. Method: 176 parents of preschoolers and/or toddlers completed a custom self-efficacy questionnaire, as well as demographic, LBLD history, and shared reading measures in a one-time survey. Partial correlations examined self-efficacy in relation to LBLD history and shared reading measures while controlling for parental education. Wilcoxon Rank Sum Tests determined whether self-efficacy differed by parental LBLD history.Results: Self-efficacy was negatively associated with parental LBLD history (i.e., LBLD linked with lower self-efficacy) and positively associated with shared reading measures. Although parents with LBLD history reported an overall lower self-efficacy than parents without LBLD history, subgroup analyses revealed that self-efficacy and shared reading associations were driven by parents without LBLD history as no effects were observed among parents with LBLD history. Conclusion: Parental LBLD history is associated with self-efficacy. Despite a reduced self-efficacy overall among parents with LBLD history, the null associations between self-efficacy and shared reading within this group highlight individual differences in the shared reading experiences these parents provide. These findings highlight the importance of considering parental self-efficacy when examining factors associated with shared reading.

Purpose: Beyond hallmark production deficits characterizing childhood apraxia of speech (CAS), largely attributed to disruption(s) in speech motor planning, children with CAS often present with co-occurring speech perception and language difficulties. Thus, careful consideration of the potential for speech perception difficulties to have cascading downstream effects on intervention responsiveness and real-life functioning for some children with CAS is highly important. The purpose of this tutorial was to consider the impact of speech perception abilities in children with CAS, which carries implications for caring for the needs of the whole child. Method: This tutorial summarizes the current literature on speech perception and how it relates to speech production, language, and reading abilities for children with CAS. We include case illustrations that are adapted from real clinical scenarios illustrating how speech perception difficulties may impact some children with CAS and provide recommendations for incorporating speech perception into assessment and intervention practices. Results: Although speech perception difficulties do not seem to be a core deficit of CAS, they are strongly linked to language difficulties, which are highly prevalent among children with CAS. Speech perception and language difficulties are also associated with reading difficulties and risk for lower academic achievement. Conclusions: Children with CAS who have co-occurring language difficulties likely also demonstrate speech perception deficits, which puts them at heightened risk for reading difficulties and struggles with academic achievement. Comprehensive assessment of children with CAS should address speech perception and production, language, and reading abilities, which carries important implications for multifaceted approaches to intervention.