Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta‐Analysis. Issue 2 (9th February 2019)

• Record Type: Journal Article
• Authors: Dowdall, Nicholas; Melendez‐Torres, G. J.; Murray, Lynne; Gardner, Frances; Hartford, Leila; Cooper, Peter J.
• Is Part Of: Child development. Volume 91:Issue 2(2020)
• Page Start: e383
• Page End: e399
• Publication Date: 2019-02-09
• Subjects: Child development -- Periodicals; Child psychology -- Periodicals; Child Development -- Periodicals; Child Development; Pediatrics -- Periodicals; Pedicatrics; 305.231
• DOI: 10.1111/cdev.13225
• Languages: English
• ISSNs: 0009-3920

Abstract

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 total = 2, 594; M childage = 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.