Turning up the volume on reading in middle childhood: a systematic review of shared reading practices with children aged 7-11

Berry, F, Vardy, E ORCID: https://orcid.org/0000-0002-7825-2270, Phelan, H, McMaster, K and Wood, C ORCID: https://orcid.org/0000-0003-1492-6501, 2026. Turning up the volume on reading in middle childhood: a systematic review of shared reading practices with children aged 7-11. Reading Research Quarterly. ISSN 0034-0553 (Forthcoming)

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Abstract

Although numerous studies provide extensive evidence of the benefits of shared reading in the home, little is known about how this practice is sustained into middle childhood. The aim of this systematic review is to outline what is currently known about shared reading with children aged 7-11 years old. Thirty-three studies identified for inclusion in the review were synthesized to explore the nature of shared reading practices in middle childhood; who benefits from partaking and in what ways; and how parents are conceptualized within these interactions. Findings reveal a clear tendency towards instructional, pedagogy informed strategies that often produce only moderate outcomes. Nevertheless, parents emerge as active and selective participants who place high value on the opportunity to build closeness with their child and favor approaches that enable meaningful and enjoyable shared reading interactions. Therefore, from this review we argue for centering the affective dimensions of shared reading as a core driver of continued engagement, rather than as a peripheral gain, and for closer attention to the behavioral dynamics of facilitative parental support. The review also points to significant gaps in the evidence base, as the limited number and methodological quality of studies in this area emerges as a concern for the field, and practical guidance is offered for strengthening future research.

Item Type:	Journal article
Publication Title:	Reading Research Quarterly
Creators:	Berry, F., Vardy, E., Phelan, H., McMaster, K. and Wood, C.
Publisher:	Wiley
Date:	9 March 2026
ISSN:	0034-0553
Identifiers:	Number Type 2588776 Other
Divisions:	Schools > School of Social Sciences
Record created by:	Laura Borcherds
Date Added:	13 Mar 2026 14:20
Last Modified:	13 Mar 2026 14:20
URI:	https://irep.ntu.ac.uk/id/eprint/55411

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