{"id":{"repo_id":"ku","oai_identifier":"oai:kuscholarworks.ku.edu:1808/36845"},"canonical_url":"https://search.dev.ndltd.org/etd/ku/oai:kuscholarworks.ku.edu:1808/36845","repository":{"repo_id":"ku","name":"University of Kansas","base_url":"https://kuscholarworks.ku.edu/server/oai/request"},"display":{"title":"Assessing the Quality of Parent-Child Interaction in Shared Reading Using the IPCI","abstract":"The purpose of the study was to determine whether shared reading would be a useful context for observing parent-child interaction with infants and toddlers. Data from the Indicator of Parent-Child Interaction Validity (IPCI) Study (Baggett, Hughes, & Carta) were used to examine how parent-child interaction during the shared reading used in the IPCI compared to three other contexts (a free play task, a dressing task, and a distraction task.).IPCI data were collected on 66 parent-child dyads over 6 measurement occasions in their homes.Results indicated that while parents were not more responsive in shared reading than in the other activities, they were less negative in this context. Children were rated as less reactive during shared reading. Generally, IPCI subscales scores were consistent over time; however, IPCI Child Reactivity subscale scores decreased over time. In conclusion, shared reading is a viable context for describing negative parent-child interaction.","abstract_html":"The purpose of the study was to determine whether shared reading would be a useful context for observing parent-child interaction with infants and toddlers. Data from the Indicator of Parent-Child Interaction Validity (IPCI) Study (Baggett, Hughes, & Carta) were used to examine how parent-child interaction during the shared reading used in the IPCI compared to three other contexts (a free play task, a dressing task, and a distraction task.).IPCI data were collected on 66 parent-child dyads over 6 measurement occasions in their homes.Results indicated that while parents were not more responsive in shared reading than in the other activities, they were less negative in this context. Children were rated as less reactive during shared reading. Generally, IPCI subscales scores were consistent over time; however, IPCI Child Reactivity subscale scores decreased over time. In conclusion, shared reading is a viable context for describing negative parent-child interaction.","abstract_has_math":false,"creators":["Kim, Gwiok"],"institution":"University of Kansas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Carta, Judith J","Horn, Eva"],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-05-19","date_published":"2008-05-19","updated_at":"2026-07-24T02:46:52Z","subjects":["Education, Special","Parent-Child Interaction in Shared Reading"],"languages":["EN"],"rights":["Copyright held by the author."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://dissertations.umi.com/ku:2367"],"render_values":[{"text":"http://dissertations.umi.com/ku:2367","href":"http://dissertations.umi.com/ku:2367","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/1808/36845","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Carta, Judith J","Horn, Eva"]},{"key":"dc:creator","label":"Author","values":["Kim, Gwiok"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-04-13T02:40:41Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-04-13T02:40:41Z"]},{"key":"dc:date.issued","label":"Date","values":["2008-05-19"]},{"key":"dc:publisher","label":"Institution","values":["University of Kansas"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Special","Parent-Child Interaction in Shared Reading"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["EN"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright held by the author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://dissertations.umi.com/ku:2367"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/1808/36845"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the study was to determine whether shared reading would be a useful context for observing parent-child interaction with infants and toddlers. Data from the Indicator of Parent-Child Interaction Validity (IPCI) Study (Baggett, Hughes, & Carta) were used to examine how parent-child interaction during the shared reading used in the IPCI compared to three other contexts (a free play task, a dressing task, and a distraction task.).IPCI data were collected on 66 parent-child dyads over 6 measurement occasions in their homes.Results indicated that while parents were not more responsive in shared reading than in the other activities, they were less negative in this context. Children were rated as less reactive during shared reading. Generally, IPCI subscales scores were consistent over time; however, IPCI Child Reactivity subscale scores decreased over time. In conclusion, shared reading is a viable context for describing negative parent-child interaction."]},{"key":"dc:title","label":"Title","values":["Assessing the Quality of Parent-Child Interaction in Shared Reading Using the IPCI"]}]}],"canonical_facts":{"dc:contributor.advisor":["Carta, Judith J","Horn, Eva"],"dc:creator":["Kim, Gwiok"],"dc:date.accessioned":["2026-04-13T02:40:41Z"],"dc:date.available":["2026-04-13T02:40:41Z"],"dc:date.issued":["2008-05-19"],"dc:description.abstract":["The purpose of the study was to determine whether shared reading would be a useful context for observing parent-child interaction with infants and toddlers. Data from the Indicator of Parent-Child Interaction Validity (IPCI) Study (Baggett, Hughes, & Carta) were used to examine how parent-child interaction during the shared reading used in the IPCI compared to three other contexts (a free play task, a dressing task, and a distraction task.).IPCI data were collected on 66 parent-child dyads over 6 measurement occasions in their homes.Results indicated that while parents were not more responsive in shared reading than in the other activities, they were less negative in this context. Children were rated as less reactive during shared reading. Generally, IPCI subscales scores were consistent over time; however, IPCI Child Reactivity subscale scores decreased over time. In conclusion, shared reading is a viable context for describing negative parent-child interaction."],"dc:identifier.other":["http://dissertations.umi.com/ku:2367"],"dc:identifier.uri":["https://hdl.handle.net/1808/36845"],"dc:language.iso":["EN"],"dc:publisher":["University of Kansas"],"dc:rights":["Copyright held by the author."],"dc:subject":["Education, Special","Parent-Child Interaction in Shared Reading"],"dc:title":["Assessing the Quality of Parent-Child Interaction in Shared Reading Using the IPCI"],"dc:type":["Dissertation"]},"updated_at":"2026-07-24T02:46:52Z"}