The Impact of Interactive Shared Book Reading on Children’s Language Skills: A Randomized Controlled Trial.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
  • Additional Information
    • Affiliation:
      Department of Psychological Sciences, University of Liverpool, United Kingdom.
      School of Arts, Languages and Cultures, The University of Manchester, United Kingdom.
      Language Development Department, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands.
      Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, the Netherlands.
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      Purpose: Research has indicated that interactive shared book reading can support a wide range of early language skills and that children who are read to regularly in the early years learn language faster, enter school with a larger vocabulary, and become more successful readers at school. Despite the large volume of research suggesting interactive shared reading is beneficial for language development, two fundamental issues remain outstanding: whether shared book reading interventions are equally effective (a) for children from all socioeconomic backgrounds and (b) for a range of language skills. Method: To address these issues, we conducted a randomized controlled trial to investigate the effects of two 6-week interactive shared reading interventions on a range of language skills in children across the socioeconomic spectrum. One hundred and fifty children aged between 2;6 and 3;0 (years;months) were randomly assigned to one of three conditions: a pause reading, a dialogic reading, or an active shared reading control condition. Results: The findings indicated that the interventions were effective at changing caregiver reading behaviors. However, the interventions did not boost children’s language skills over and above the effect of an active reading control condition. There were also no effects of socioeconomic status. Conclusion: This randomized controlled trial showed that caregivers from all socioeconomic backgrounds successfully adopted an interactive shared reading style. However, while the interventions were effective at increasing caregivers’ use of interactive shared book reading behaviors, this did not have a significant impact on the children’s language skills. The findings are discussed in terms of practical implications and future research.
    • Journal Subset:
      Allied Health; Peer Reviewed; USA
    • Instrumentation:
      Title and Author Checklist
      Homelife Questionnaire
      Preschool Language Scale-5 (PLS-5)
      Family Questionnaire
      Clinical Evaluation of Language Fundamental-2 (CELF-2)
    • ISSN:
      1092-4388
    • MEDLINE Info:
      NLM UID: 9705610
    • Grant Information:
      This research was funded by Economic and Social Research Council (ESRC) Grant ES/M003752/1 and Grant ES/L008955/1.
    • Publication Date:
      20200624
    • Publication Date:
      20200626
    • DOI:
      http://dx.doi.org/10.1044/2020_JSLHR-19-00288
    • Accession Number:
      143883701
  • Citations
    • ABNT:
      NOBLE, C. et al. The Impact of Interactive Shared Book Reading on Children’s Language Skills: A Randomized Controlled Trial. Journal of Speech, Language & Hearing Research, [s. l.], v. 63, n. 6, p. 1878–1897, 2020. DOI 10.1044/2020_JSLHR-19-00288. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=rzh&AN=143883701. Acesso em: 3 ago. 2020.
    • AMA:
      Noble C, Cameron-Faulkner T, Jessop A, et al. The Impact of Interactive Shared Book Reading on Children’s Language Skills: A Randomized Controlled Trial. Journal of Speech, Language & Hearing Research. 2020;63(6):1878-1897. doi:10.1044/2020_JSLHR-19-00288.
    • AMA11:
      Noble C, Cameron-Faulkner T, Jessop A, et al. The Impact of Interactive Shared Book Reading on Children’s Language Skills: A Randomized Controlled Trial. Journal of Speech, Language & Hearing Research. 2020;63(6):1878-1897. doi:10.1044/2020_JSLHR-19-00288
    • APA:
      Noble, C., Cameron-Faulkner, T., Jessop, A., Coates, A., Sawyer, H., Taylor-Ims, R., & Rowland, C. F. (2020). The Impact of Interactive Shared Book Reading on Children’s Language Skills: A Randomized Controlled Trial. Journal of Speech, Language & Hearing Research, 63(6), 1878–1897. https://doi.org/10.1044/2020_JSLHR-19-00288
    • Chicago/Turabian: Author-Date:
      Noble, Claire, Thea Cameron-Faulkner, Andrew Jessop, Anna Coates, Hannah Sawyer, Rachel Taylor-Ims, and Caroline F. Rowland. 2020. “The Impact of Interactive Shared Book Reading on Children’s Language Skills: A Randomized Controlled Trial.” Journal of Speech, Language & Hearing Research 63 (6): 1878–97. doi:10.1044/2020_JSLHR-19-00288.
    • Harvard:
      Noble, C. et al. (2020) ‘The Impact of Interactive Shared Book Reading on Children’s Language Skills: A Randomized Controlled Trial’, Journal of Speech, Language & Hearing Research, 63(6), pp. 1878–1897. doi: 10.1044/2020_JSLHR-19-00288.
    • Harvard: Australian:
      Noble, C, Cameron-Faulkner, T, Jessop, A, Coates, A, Sawyer, H, Taylor-Ims, R & Rowland, CF 2020, ‘The Impact of Interactive Shared Book Reading on Children’s Language Skills: A Randomized Controlled Trial’, Journal of Speech, Language & Hearing Research, vol. 63, no. 6, pp. 1878–1897, viewed 3 August 2020, .
    • MLA:
      Noble, Claire, et al. “The Impact of Interactive Shared Book Reading on Children’s Language Skills: A Randomized Controlled Trial.” Journal of Speech, Language & Hearing Research, vol. 63, no. 6, June 2020, pp. 1878–1897. EBSCOhost, doi:10.1044/2020_JSLHR-19-00288.
    • Chicago/Turabian: Humanities:
      Noble, Claire, Thea Cameron-Faulkner, Andrew Jessop, Anna Coates, Hannah Sawyer, Rachel Taylor-Ims, and Caroline F. Rowland. “The Impact of Interactive Shared Book Reading on Children’s Language Skills: A Randomized Controlled Trial.” Journal of Speech, Language & Hearing Research 63, no. 6 (June 2020): 1878–97. doi:10.1044/2020_JSLHR-19-00288.
    • Vancouver/ICMJE:
      Noble C, Cameron-Faulkner T, Jessop A, Coates A, Sawyer H, Taylor-Ims R, et al. The Impact of Interactive Shared Book Reading on Children’s Language Skills: A Randomized Controlled Trial. Journal of Speech, Language & Hearing Research [Internet]. 2020 Jun [cited 2020 Aug 3];63(6):1878–97. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=rzh&AN=143883701