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Id 165
Author Dowdall, N.; Melendez-Torres, G.J.; Murray, L.; Gardner, F.; Hartford, L.; Cooper, P.J.
Title Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta‐Analysis
Dowdall N, Melendez-Torres GJ, Murray L, Gardner F, Hartford L, Cooper PJ (2019). Shared picture book reading interventions for child language development: a systematic review and meta-analysis. Child Dev. 91(2) E383-E399

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Abstract Interventions that train parents to share picture books with children are seen as a strategy for supporting child language development. We conducted meta‐analyses using robust variance estimation modeling on results from 19 RCT s (N total = 2,594; M childage = 1–6 years). Overall, book‐sharing interventions had a small sized effect on both expressive language (d = 0.41) and receptive language (d = 0.26). They had a large effect on caregiver book‐sharing competence (d = 1.01). The impact of the intervention on child language was moderated by intervention dosage, with lower dosage associated with a minimal impact. Child age and caregiver education level were unrelated to child outcome. This review and meta‐analysis confirms the promise of book‐sharing interventions for enhancing and accelerating child language development.


Candidate transition variables
In these settings, interactive book-sharing interventions have the potential to bring about marked, positive effects on childrens early language development and, possibly, their wider developmental progress..