A Feasibility Study of Shared Storybook Reading in a Sibling Dyad

Abstract

This study investigates a) the whether an older sibling can learn and use interactive story book reading strategies (ISBR) with their younger sibling and b) the benefits and challenges of an older sibling engaged in ISBR with a younger sibling. A single sibling dyad was observed during 8 storybook readings to assess usage of interventions. After a 4-week intervention period, the older sibling increased usage of ISBR strategies. Additionally, book readings were longer in all post-intervention sessions than pre-intervention sessions. Researcher’s observations indicated that the older sibling learned information about the book and passed this information to the younger sibling. However, the older sibling struggled to attend to several reading sessions. Results confirm that ISBR training programs can elicit implementation of ISBR strategies in sibling-led interactions.