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This study focused on the experience of parents concerned with child social behavior and the perception of bibliotherapy as an intervention. Using a qualitative phenomenological approach, four families raising children between the ages of 4-12 participated in a series of interviews. The children's social needs varied, but parent concerns were related to behavior challenges associated with Down Syndrome, Attention Deficit Disorder, speech impairment, and developmental issues. Results showed that the essence of the parent's experience with bibliotherapy included (a) recycling social memories from childhood, (b) factors that influence intervention use, and (c) the changing and enduring quality of reading. Implications for research and practice for children and families are addressed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Technology is a part of our society and is ever changing. Therefore, it is important to examine the effects that such innovations have on parent-child interactions, especially those that have been shown to promote children's early literacy learning and future school success. This study was conducted in the context of a larger project, The Family Reading Project, which investigated parent-child engagement in joint reading activities using mobile devices. This research compared parent and child behaviors when reading traditional books versus reading e-books to determine if book format had any effect on parent-child interaction. The results of this study were that parent and child verbal and nonverbal behaviors did differ across the two book formats. In particular, traditional print book reading sessions contained more verbal and nonverbal exchanges between the parent and child regarding book content, which are known to support children's early literacy attainment.