To evaluate patterns of parent-reported shared reading among preschool-aged children in the US between 2020 and 2025 and identify factors linked to frequent reading.
Approach:
Survey Design: Analyzed seven waves of a nationally representative online survey of parents with children aged 3 to 5 years, conducted from April 2020 to September 2025.
Key Findings:
Frequent reading decreased from 82.5% in spring 2020 to significantly lower levels by spring 2021 and remained below prepandemic levels through 2024 (odds ratio [OR], 0.50; 95% CI, 0.40-0.62; P <.001).
Frequent reading was positively associated with parental education (OR, 1.37; 95% CI, 1.29-1.46; P <.001) and household income (OR, 1.14; 95% CI, 1.09-1.18; P <.001), while single-parent households showed reduced odds (OR, 0.69; 95% CI, 0.59-0.79; P <.001).
Black and Hispanic children had lower odds of frequent reading compared to non-Hispanic White children (Hispanic: OR, 0.61; 95% CI, 0.52-0.71; P <.001), although the Black-White difference became nonsignificant after adjusting for socioeconomic factors (OR, 0.87; 95% CI, 0.71-1.06; P =.17).
Interpretation:
Shared reading frequency decreased post-COVID-19 and was linked to socioeconomic characteristics, daily routines, and access to physical books, with persistent disparities noted among racial groups.
Limitations:
Potential recall and social desirability bias in parent-reported measures.
Cross-sectional design limits causal inference; reading frequency does not account for duration or quality.
Conclusion:
Interventions may need to combine book access with culturally responsive strategies to enhance reading incorporation into family routines.
