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

页码：E383 / E399

页数：17

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