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| Id | 166 | |
| Author | Xie, Q.W.; Chan, C.H.Y.; Ji, Q.; Chan, C.L.W. | |
| Title | Psychosocial Effects of Parent-Child Book Reading Interventions: A Meta-analysis | |
| Reference | Qian-Wen Xie, Celia H.Y. Chan, Qingying Ji and Cecilia L.W. Chan (2018) Psychosocial Effects of Parent-Child Book Reading Interventions: A Meta-analysis, Pediatrics, 141 (4) e20172675 |
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| Link to article | https://doi.org/10.1542/peds.2017-2675 |
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| Abstract | Parent-child book reading (PCBR) is effective at improving young children’s language, literacy, brain, and cognitive development. The psychosocial effects of PCBR interventions are unclear. The aim of the study is to systematically review and synthesize the effects of PCBR interventions on psychosocial functioning of children and parents. We searched ERIC, PsycINFO, Medline, Embase, PubMed, Applied Social Sciences Index and Abstracts, Social Services Abstracts, Sociological Abstracts, Family and Society Studies Worldwide, and Social Work Abstracts. We hand searched references of previous literature reviews. |
Psychosocial Effects of Parent-Child Book Reading Interventions: A Meta-analysis. The aim of the study is to systematically review and synthesize the effects of PCBR interventions on psychosocial functioning of children and parents. we were interested in both interventions: one was a book gifting intervention which provided free books to parents to encourage parents to read with their child; whereas the other included parental training related to pcbr. these codes were applied as moderator variables for analysis of whether these characteristics were related to the effects of pcbr interventions on psychosocial outcomes of children and parents. also validated scales were not commonly used to evaluate psychosocial effects of pcbr interventions especially on the quality of parent- child relationships.
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