This study provides a systematic review of research hotspots and trends in the field of parent–child reading, covering the period from 2005 to 2024, based on data retrieved from the China National Knowledge Infrastructure (CNKI) and the Web of Science (WOS). The results indicate that both Chinese- and English-context research on parent–child reading focus on the family literacy environment, the impact of parent–child reading on child development, social support systems, and educational equity. Chinese research places greater emphasis on family reading, family–kindergarten collaboration, and father involvement. This research mainly examines parental guidance strategies and pays particular attention to current practices, especially in rural areas. It highlights the role of fathers in reading, with picture books being the most commonly used reading materials. In contrast, English-context research focuses more on language development and early literacy, with particular emphasis on the development of children’s literacy skills and school readiness. Greater attention is also given to multicultural and minority groups, the role of mothers in reading is more frequently emphasized, and the reading materials are predominantly storybooks and wordless books. Research in both Chinese and English contexts reveals that parent–child reading interactions serve as a channel for the transmission of cultural values, leading to distinct developmental priorities for children. These differences profoundly reflect the systematic influence of sociocultural logics on parental reading behaviors and related research. This analysis provides an empirical foundation for future international collaboration in cross-cultural research.
Zhou et al. (2026) studied this question.