Objective:

To examine the relationship between shared reading and emotional/behavioral problems as well as prosocial behavior in preschool children.

Approach:

• Study Design: A cross-sectional study using stratified cluster sampling across 189 kindergartens in a major city in western China, involving 21,366 parent-child pairs.
• Assessment Tools: Shared reading was assessed with the StimQ-P reading subscale; emotional and behavioral problems were measured using the Strengths and Difficulties Questionnaire (SDQ).
• Statistical Analysis: Multivariate logistic regression and generalized additive models were used to analyze associations, adjusting for various factors.

Key Findings:

• Higher shared reading scores were associated with lower odds of emotional/behavioral problems (adjusted OR = 0.96 per point increase).
• Higher shared reading scores were linked to higher odds of adequate prosocial behavior (adjusted OR = 1.09).
• Threshold effects were observed, with stronger associations above approximately 18 points for total difficulties and 15 points for prosocial behavior.

Interpretation:

Higher levels of shared reading are associated with better emotional and behavioral outcomes in preschool children.

Limitations:

• The cross-sectional nature of the study prevents establishing causality.

Conclusion:

The findings indicate a relationship between shared reading and emotional/behavioral outcomes in preschoolers.