Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis
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| Title: | Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis |
|---|---|
| Language: | English |
| Authors: | Dowdall, Nicholas (ORCID |
| Source: | Child Development. e383-e399 Mar-Apr 2020 91(2):e383-e399. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Intervention, Picture Books, Child Language, Language Acquisition, Expressive Language, Receptive Language, Age Differences, Caregiver Child Relationship, Parent Child Relationship, Correlation, Preschool Children, Young Children |
| DOI: | 10.1111/cdev.13225 |
| ISSN: | 0009-3920 |
| 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 RCTs (N[subscript total] = 2,594; M[subscript child age] = 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1246036 |
| Database: | ERIC |
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