scholarly journals The impact of shared book reading on children's language skills: A meta-analysis

2019 ◽  
Vol 28 ◽  
pp. 100290 ◽  
Author(s):  
Claire Noble ◽  
Giovanni Sala ◽  
Michelle Peter ◽  
Jamie Lingwood ◽  
Caroline Rowland ◽  
...  
Keyword(s):  
Language Skills ◽  
Meta Analysis ◽  
Book Reading ◽  
Shared Book Reading ◽  
The Impact

scholarly journals The Impact of Shared Book Reading on Children’s Language Skills: A Meta-Analysis

2018 ◽  
Author(s):  
Claire Noble ◽  
Giovanni Sala ◽  
Michelle Peter ◽  
Jamie Lingwood ◽  
Caroline F Rowland ◽  
...  
Keyword(s):  
Language Development ◽  
Reading Interventions ◽  
Language Skills ◽  
Meta Analysis ◽  
Shared Reading ◽  
Outcome Variable ◽  
Book Reading ◽  
Shared Book Reading ◽  
Control Group ◽  
The Impact

Shared book reading is thought to have a positive impact on young children’s language development, with shared reading interventions often run in an attempt to boost children’s language skills. However, despite the volume of research in this area, a number of issues remain outstanding. The current meta-analysis explored whether shared reading interventions are equally effective (a) across a range of study designs; (b) across a range of different outcome variables; and (c) for children from different SES groups. It also explored the potentially moderating effects of intervention duration, child age, use of dialogic reading techniques, person delivering the intervention and mode of intervention delivery.Our results show that, while there is an effect of shared reading on language development, this effect is smaller than reported in previous meta-analyses (g ̅ = 0.215, p < .001). They also show that this effect is moderated by the type of control group used and is negligible in studies with active control groups (g ̅ = 0.021, p = .783). Finally, they show no significant effects of differences in outcome variable (ps ≥ .400), socio-economic status (p = .654), or any of our other potential moderators (ps ≥ .103), and non-significant effects for studies with follow-ups (g ̅ = 0.145, p = .070). On the basis of these results, we make a number of recommendations for researchers and educators about the design and implementation of future shared reading interventions.

Shared Book Reading Interventions With English Learners: A Meta-Analysis

2018 ◽  
Vol 88 (5) ◽  
pp. 712-751 ◽  
Author(s):  
Lisa Fitton ◽  
Autumn L. McIlraith ◽  
Carla L. Wood
Keyword(s):  
English Learners ◽  
Meta Analysis ◽  
The United States ◽  
Shared Reading ◽  
Educational Activity ◽  
Sensitivity Analyses ◽  
Book Reading ◽  
Shared Book Reading ◽  
The Impact ◽  
Positive Effect

The present meta-analysis was conducted to examine how shared book reading affects the English language and literacy skills of young children learning English as a second language. The final analysis included 54 studies of shared reading conducted in the United States. Features of the intervention and child characteristics were tested as potential moderators, and the impact of methodological criteria was examined using sensitivity analyses. Results revealed an overall significant, positive effect of shared reading on English learners’ outcomes. Children’s developmental status moderated this effect, with larger effect sizes found in studies including only typically developing participants than in studies including only participants with developmental disorders. No other significant moderators were identified. The main positive effect was robust to the application of more stringent methodological inclusion criteria. These results support shared book reading as an early educational activity for young English learners.

scholarly journals The Impact of Interactive Shared Book Reading on Children's Language Skills: A Randomized Controlled Trial

2020 ◽  
Vol 63 (6) ◽  
pp. 1878-1897
Author(s):  
Claire Noble ◽  
Thea Cameron-Faulkner ◽  
Andrew Jessop ◽  
Anna Coates ◽  
Hannah Sawyer ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Reading Interventions ◽  
Language Skills ◽  
Controlled Trial ◽  
Shared Reading ◽  
Early Years ◽  
Book Reading ◽  
Shared Book Reading ◽  
Reading Behaviors ◽  
Randomized Controlled

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. Supplemental Material https://doi.org/10.23641/asha.12420539

Fostering Preschoolers' Emergent Literacy: Recommendations for Enhanced Literacy Experiences and Collaborative Instruction

2019 ◽  
Vol 4 (1) ◽  
pp. 167-176 ◽  
Author(s):  
Clariebelle Gabas ◽  
Leesa Marante ◽  
Sonia Q. Cabell
Keyword(s):  
Preschool Children ◽  
Emergent Literacy ◽  
Oral Language ◽  
Literacy Instruction ◽  
Language Skills ◽  
Literacy Skills ◽  
Book Reading ◽  
Shared Book Reading ◽  
Emergent Literacy Skills ◽  
Oral Language Skills

Purpose Emergent literacy skills involve both the code-related and oral language skills that serve as the foundation for successful reading and writing development. Code-related skills have been found to be highly predictive of decoding skills for preschool children and continue to exert a strong influence through the early elementary grades. Likewise, early oral language skills make important contributions to later reading comprehension. Accordingly, the preschool period is a critical time for supporting and facilitating growth in children's emergent literacy skills. Speech-language pathologists working in preschool settings can play an integral role in enhancing literacy instruction through their specialized knowledge of linguistic concepts and language development. The following article aims to provide practitioners with evidence-based strategies for supporting the development of preschoolers' emergent literacy skills in the context of shared book reading and making experience books. The article also outlines recommendations for fostering effective collaborations with teachers to provide high-quality classroom experiences for all preschool children. Conclusion Providing preschool children with a print-rich environment along with clear and explicit explanations, scaffolding, and ample opportunities for practice can help to enhance the quality of language and literacy instruction. Although this article specifically focuses on shared book reading and making experience books, it is important to note that the strategies discussed here apply to a variety of activities. Speech-language pathologists are encouraged to actively collaborate with teachers to integrate these strategies into various classroom activities to optimize learning and promote children's emergent literacy skills.

scholarly journals Teachers’ Use of Scaffolds Within Conversations During Shared Book Reading

2021 ◽  
pp. 1-17
Author(s):  
Richa S. Deshmukh ◽  
Jill M. Pentimonti ◽  
Tricia A. Zucker ◽  
Bridget Curry
Keyword(s):  
Language Skills ◽  
Corrective Feedback ◽  
Incorrect Response ◽  
Read Aloud ◽  
Reading Teachers ◽  
Book Reading ◽  
Shared Book Reading ◽  
Teacher Questions ◽  
Scaffolding Strategies ◽  
Conversational Turns

Purpose: We studied conversations initiated through teacher questions during shared book reading in prekindergarten and kindergarten classrooms as these conversations provide opportunities for the teacher to scaffold emerging language skills. This study provides detailed analysis of scaffolding strategies used by teachers after children answered teachers' questions. Method: Participants included 93 prekindergarten and kindergarten teachers who read aloud a standard narrative text to their class of students. All the sessions were video-recorded, transcribed, and then coded for conversational turns and teacher scaffolding strategies. Results: Descriptive findings showed great variability in the length of conversations and the extent to which teachers used scaffolding strategies. Most teacher scaffolds matched children's accuracy of response such that they provided support after incorrect responses and provided additional challenge after correct responses. Significant sequential associations were observed between the level of children's response and multiple types of scaffolds (e.g., corrective feedback scaffold after incorrect response; discussing factual questions after a correct response). Conclusions: Findings indicate that during shared reading, teachers are responsive to children's answers and are able to provide challenge or support as needed. However, teachers infrequently used scaffolding strategies like causal effects, predictions, and recasts . Given evidence that strategies such as recasts support early language skills, professional development experiences could encourage early childhood teachers to incorporate this and other key scaffolding strategies.

Are we asking the right questions? An analysis of research on the effect of teachers’ questioning on children’s language during shared book reading with young children

2016 ◽  
Vol 18 (2) ◽  
pp. 264-294 ◽  
Author(s):  
Rosalind L Walsh ◽  
Kerry A Hodge
Keyword(s):  
Thinking Skills ◽  
Literacy Skills ◽  
Book Reading ◽  
Shared Book Reading ◽  
Future Research ◽  
Education Practice ◽  
Questioning Strategies ◽  
Questioning Techniques ◽  
The Right ◽  
The Impact

A review of 20 experimental, shared book reading (SBR) interventions using questioning strategies with preschool children was conducted. The studies were analyzed in terms of their quality, focus, and the questioning strategies employed. Although there were few methodological concerns about the studies conducted, treatment fidelity and replicability of the reported interventions are raised as issues needing attention in future research. The impact of questioning strategies on language and pre- literacy skills tended to be a focus of the reported studies, with little investigation of the development of children's thinking skills through questioning, and there were few attempts to analyze children's responses to different types of questioning techniques. Across the reported studies, there was also a lack of consistency around the terminology associated with different kinds of questioning. The article concludes with discussion of implications for the use of questioning techniques in early childhood education practice and argues for research into the impact of different questioning techniques on children's cognitive development.

The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children

2021 ◽  
Author(s):  
Kirsten Read ◽  
Grace Gaffney ◽  
Ashley Chen ◽  
Amina Imran
Keyword(s):  
Young Children ◽  
Literacy Practices ◽  
Shared Reading ◽  
Reading Engagement ◽  
Book Reading ◽  
Shared Book Reading ◽  
Future Research ◽  
Regular Care ◽  
The Everyday ◽  
The Impact

The practice of shared book reading is a nurturing support for early language, literacy and socio-emotional development within young children’s typical care. However, the closures of childcare and centers for family activities in the Spring of 2020 due to COVID-19 brought many sudden changes to care and the everyday lives of families with young children. In order to explore the impact of COVID-19 on shared reading, we surveyed parents of children between ages 2 and 5 (n = 85) about their children’s frequency of shared reading engagement in February and October, 2020 as well as the frequency of screen-mediated reading, the number of readers their children read with, and book preferences at both time points. Parents were also asked about changes in their children’s regular care and whether and how they had tried new kinds of (virtual) literacy activities during their increased time at home. Preliminary findings showed that there were no significant changes in frequency of shared reading from February to October, but there was a significant increase in frequency of screen-mediated reading, especially among families who lost outside-the-home childcare. There was also a significant decrease in the number of adults regularly reading with the children. Caregivers described adapting to virtual options for storytime. Ultimately, while families were still able to provide consistent amounts of shared reading with their children throughout COVID-19, the nature of that shared reading was changed. Future research will investigate whether these changes may have an impact on children’s typical learning from shared reading.

Association between teachers’ shared book reading strategies and children’s vocabulary development in rural China preschools

2021 ◽  
Vol 5 (3) ◽  
pp. 185-193
Author(s):  
Kunlei He ◽  
Yiran Z Bowman
Keyword(s):  
Reading Strategies ◽  
Teaching Practice ◽  
Language Skills ◽  
Rural China ◽  
Strong Predictor ◽  
Literacy Skills ◽  
Book Reading ◽  
Shared Book Reading ◽  
Language And Literacy ◽  
Textual Strategies

Shared book reading is among the most common activities in preschools and is a key teaching practice to improve children’s language and literacy skills. The purpose of this research is to investigate the association between teachers’ shared book reading strategies and preschoolers’ language skills in rural China. We coded shared book reading class videos of 10 village-level kindergarten classrooms and divided teachers’ strategies into two categories – textual and extratextual strategies. This study analyzed the correlation between teachers’ choice of shared book reading strategies and children’s language skills among 10 teachers and 94 children. We found that teachers’ use of textual strategies was a strong predictor of children’s language skills. Implications for teaching skills during shared book reading in rural China preschools are discussed.

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