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

被引：149
|
作者：
Dowdall, Nicholas [1 ]
Melendez-Torres, G. J. [2 ]
Murray, Lynne [3 ]
Gardner, Frances [1 ]
Hartford, Leila [4 ]
Cooper, Peter J. [3 ]
机构：
[1] Univ Oxford, Oxford, England
[2] Cardiff Univ, Cardiff, S Glam, Wales
[3] Univ Reading, Reading, Berks, England
[4] Univ Cape Town, Rondebosch, South Africa
来源：
CHILD DEVELOPMENT | 2020年 / 91卷 / 02期
基金：
英国惠康基金;
关键词：
RANDOMIZED CONTROLLED-TRIAL; ROBUST VARIANCE-ESTIMATION; LITERACY INTERVENTION; PARENT; PRESCHOOL; FAMILIES; OUTCOMES; STRATEGIES; PROMOTION; EXTENSION;
D O I：
10.1111/cdev.13225
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
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.
引用
收藏
页码：E383 / E399
页数：17
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