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| 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 |
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| Link to article | https://doi.org/10.1080/17549507.2017.1406988 |
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| 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." |
Promoting language and social communication development in babies through an early storybook reading intervention. esr can foster language development and broader social communication as the baby is provided with the individual attention of the parent enabling opportunities to teach and model eye-contact and joint attention as well as parentchild bonding such as cuddles smiles and quality one-on-one time together; farrant & zubrick. results indicated that babies who were read from -months-old presented with significantly higher language scores at - and -months-of-age as measured on the language components from the bayley mental scale bayley as well as the parent-report from the sequenced inventory of communicative development-revised expressive and receptive scales sicd-r; hendrick prather & tobin. all partici- pants were from an advantaged area in brisbane australia as indexed by the socio-economic indexes for areas australian bureau of statistics. language development improvements from early storybook reading to answer our first question we examined whether esr workshops were associated with higher lan- guage scores for the hi group compared to the li group immediately post intervention three months post intervention and at -years-of-age.
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