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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 | |
| Reference | 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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| Link to article | https://doi.org/10.1111/cdev.13225 |
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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. |
Interventions that train parents to share picture books with children are seen as a strategy for supporting child language development. Overall, booksharing interventions had a small sized effect on both expressive language and receptive language. lmic and parental education postschool ter- tiary vs. the current review also investigated the extent to which these interventions lead to an improve- ment in caregivers book-sharing competence. this specic age group was chosen in line with the ndings of previous research that sug- gested that book-sharing particularly in the rst years of life was related to language develop- ment emergent literacy and reading achievement bus et al. this held across all three outcomes: expressive language t =.
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