Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis

Autor/inn/en	Dowdall, Nicholas; Melendez-Torres, G. J.; Murray, Lynne; Gardner, Frances; Hartford, Leila; Cooper, Peter J.
Titel	Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis
Quelle	In: Child Development, 91 (2020) 2Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Dowdall, Nicholas) ORCID (Melendez-Torres, G. J.) ORCID (Murray, Lynne) ORCID (Gardner, Frances)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13225
Schlagwörter	Intervention; Picture Books; Child Language; Language Acquisition; Expressive Language; Receptive Language; Age Differences; Caregiver Child Relationship; Parent Child Relationship; Correlation; Preschool Children; Young Children + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Rezeptive Kommunikationsfähigkeit; Age; Difference; Age difference; Altersunterschied; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit
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. (As Provided).
Anmerkungen	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
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01