| 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." |
|
Results:
Smaller Distance better similarity
| Id | View | Author | Title | Distance |
|---|---|---|---|---|
| 165 |  |
Dowdall, N.; Melendez-Torres, G.J.; Murray, L.; Gardner, F.; Hartford, L.; Cooper, P.J. | Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta‐Analysis | 68.0101 |
| 683 | |
Biçakçi M.Y., Er S., Aral N. | Views of mothers regarding interactive book-reading process to their children | 78.9979 |
| 682 | |
Gilkerson J., Richards J.A., Topping K.J. | The impact of book reading in the early years on parent–child language interaction | 94.9932 |
| 166 | |
Xie, Q.W.; Chan, C.H.Y.; Ji, Q.; Chan, C.L.W. | Psychosocial Effects of Parent-Child Book Reading Interventions: A Meta-analysis | 95.0791 |
| 593 | |
Poureslami I., Kwan S., Lam S., Khan N.A., Fitzgerald J.M. | Assessing the effect of culturally specific audiovisual educational interventions on attaining self-management skills for chronic obstructive pulmonary disease in mandarin-and cantonese-speaking patients: A randomized controlled trial | 107.844 |
| 937 | |
Clapp L.A., Taylor E.P., Di Folco S., Mackinnon V.L. | Effectiveness of art therapy with pediatric populations affected by medical health conditions: a systematic review | 110.307 |
| 812 | |
Garcia Yeste C., Gairal Casadó R., Munté Pascual A., Plaja Viñas T. | Dialogic literary gatherings and out-of-home child care: Creation of new meanings through classic literature | 118.497 |
| 801 | |
García-Jiménez E., Guzmán-Simón F., Moreno-Morilla C. | Literacy as a social practice in pre-school education: A case study in areas at risk of social exclusion | 119.449 |
| 694 | |
Twedt E., Proffitt D.R., Hearn D.L. | Art and aging: Digital projects for individuals with dementia | 119.524 |
| 907 | |
Abraham N. | Witnessing change: understanding change in participatory theatre practice with vulnerable youth in a Kids Company-supported primary school | 120.623 |
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