Display candidate transaction variables for article
| Id | 172 | |
| Author | Brown, M.I.; Westerveld, M.F.; Trembath, D.; Gillon, G.T. | |
| Title | Promoting language and social communication development in babies through an early storybook reading intervention | |
| Reference | Brown MI, Westerveld MF, Trembath D, Gillon GT. Promoting language and social communication development in babies through an early storybook reading intervention. Int J Speech Lang Pathol. 2018;20(3):337–49 |
Link to article | https://doi.org/10.1080/17549507.2017.1406988 |
| Abstract | Purpose: This study examined the effectiveness of low- and high-intensity early storybook reading (ESR) intervention workshops delivered to parents for promoting their babies language and social communication development. These workshops educated parents on how to provide a stimulating home reading environment and engage in parent–child interactions during ESR.
Method: Parent–child dyads (n = 32); child age: 3–12 months, were assigned into two intervention conditions: low and high intensity (LI versus HI) groups. Both groups received the same ESR strategies; however, the HI group received additional intervention time, demonstrations and support. Outcome measures were assessed pre-intervention, one and three months post-intervention and when the child turned 2 years of age.
Result: A significant time–group interaction with increased performance in the HI group was observed for language scores immediately post-intervention (p = 0.007) and at 2-years-of-age (p = 0.022). Significantly higher broader social communication scores were associated with the HI group at each of the time points (p = 0.018, p = 0.001 and p = 0.021, respectively). Simple main effect revealed that both groups demonstrated a significant improvement in language, broader social communication and home reading practices scores.
Conclusions: ESR intervention workshops may promote language and broader social communication skills. The HI ESR intervention workshop was associated with significantly higher language and broader social communication scores." |
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| This included using more age appropriate books, creating a language stimulating reading environment, and implementing strategies to support parent-child interactions. . | Understanding how other factors may possibly influence language and social communication development whilst reading, such as frequency and time spent reading each day may provide useful information. . |
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