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Shared picture book reading interventions for child language development: a systematic review and meta-analysis

Dowdall, N., Melendez-Torres, G. J., Murray, L., Gardner, F., Hartford, L. and Cooper, P. J. (2019) Shared picture book reading interventions for child language development: a systematic review and meta-analysis. Child Development. ISSN 0009-3920

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To link to this item DOI: 10.1111/cdev.13225

Abstract/Summary

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 (Ntotal = 2,594; Mchildage = 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.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology
Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Development
Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Language and Cognition
ID Code:80756
Publisher:Wiley

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