An Analysis of Influencing Factors of Parent-Child Shared Reading of Bilingual Originals in the Era of Digital Intelligence

Abstract

In the era of digital intelligence, parent-child shared reading of bilingual originals has become an important pathway to foster children’s linguistic and cognitive development. However, the understanding of the multifaceted factors influencing this practice remains limited. To explore the influencing factors of parent-child shared reading of bilingual originals in digital intelligence, this study adopts a questionnaire survey method based on theories such as the ecosystem theory and the Input-Process-Output (IPO) model. The study finds that in the process of digital reading, the parent-child shared reading activity is mainly affected by three significant dimensions: parental support, technological media characteristics, and children’s commitment. Among them, the variables of parents’ emotional communication and cognitive stimulation, digital literacy, and the multimedia features of digital reading carriers are particularly significant in enhancing the effect of digital reading, which can further promote the development of children’s linguistic expression and social-emotional functions.