SynthesisFrontiers in psychology2025
Parent-child shared book reading challenges and facilitators: a systematic review and meta synthesis.
Synthesis in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- Shaping Development Through Parents: A Scalable Approach to Early Learning.Developmental science · 2026Article
- Developmental Pathways Linking Maternal Depressive Symptoms with Parenting Quality and Preschool Children's Screen Time: The Role of Children's Behavioural Problems.Children (Basel, Switzerland) · 2026Article
- The relationship between parenting stress and preschool children's screen dependence: the chain mediating role of parent-child interaction quality and executive function.Frontiers in psychology · 2026Article
- Development and validation of a home literacy questionnaire for Malayalam-speaking preschoolers.Frontiers in psychology · 2026Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Parent-child shared book reading is a foundational activity that supports children's literacy development, including language skills, cognitive growth, and social-emotional competencies. Despite its recognized benefits, various factors influence the consistency and quality of shared reading practices across different families and communities. This meta-synthesis aimed to comprehensively explore Parent-child shared book reading challenges and facilitators, drawing on qualitative research evidence. Methods: A systematic search of nine electronic databases (PubMed, Web of Science, Scopus, Medline, Embase, ScienceDirect, CINAHL, PsycINFO, and Google Scholar) was conducted in January 2025. Inclusion criteria focused on qualitative studies examining parent-child shared reading experiences among families with children under 18 years old. Studies were appraised for methodological quality using the Critical Appraisal Skills Program (CASP) checklist. Data from selected studies were extracted and analyzed using thematic synthesis, with an inductive coding process conducted through MAXQDA 24 software. Results: The analysis identified two main categories-facilitators and challenges-with ten first and 31 s categories. Facilitators included enhancing access to books and reading opportunities, providing parental support and education, creating positive and enjoyable reading experiences, ensuring high-quality book content, fostering child development through moral, social, and cognitive learning, and strengthening parental motivation. Challenges encompassed limited resources and access, sociocultural and parental barriers such as time constraints and mental health difficulties, gaps in parental knowledge and skills, and engagement challenges related to child readiness and the use of digital books. The synthesis highlighted the dynamic interplay between individual, family, and environmental factors influencing shared reading practices. Conclusion: Parent-child shared book reading is a complex, dynamic practice influenced by social, cultural, and psychological factors. Strengthening access to books, supporting parents with targeted education, and fostering enjoyable reading experiences can significantly enhance shared reading practices. Future studies should broaden cultural representation, explore digital formats, and address parental mental health to develop effective, inclusive strategies that promote early literacy and strong parent-child bonds.
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