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

• Dowdall, Nicholas ^[1] ; Melendez-Torres, G. J. ^[2] ; Murray, Lynne ^[3] ; Gardner, Frances ^[1] ; Hartford, Leila ^[4] ; Cooper, Peter J. ^[3]
  1. [1] Oxford University
  2. [2] Cardiff University
  3. [3] University of Reading
  4. [4] University of Cape Town

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• Localización: Child development, ISSN 0009-3920, Vol. 91, Nº. 2, 2020, págs. 383-399
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • 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.