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

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.

scholarly journals Effect of Play Therapy on Social Development: A Randomized Controlled Trial

2019 ◽  
pp. 1-8
Author(s):  
Malihe Masoudifard ◽  
Zohreh Mahmoodi ◽  
Azam Bagheri ◽  
Mahrokh Dolatian ◽  
Kourosh Kabir
Keyword(s):  
Randomized Controlled Trial ◽  
Social Development ◽  
Play Therapy ◽  
Controlled Trial ◽  
Early Years ◽  
Randomized Controlled ◽  
The Social ◽  
Significant Difference ◽  
Comprehensive Health ◽  
The Mean

Background: The early years of life are vital and sensitive for the growth and development of a child. This aimed to examine the effect of play therapy on the social development and maturity of infants aged from 12 to 24 months. Methods: This study was a randomized controlled trial conducted on 76 eligible infants aged from 12 to 24 months referred to comprehensive health centers in Kashan city during 2017-2018. Infants who had inclusion criteria were included in the study and then randomly assigned to the two groups of intervention and control. Before the intervention and the end of the counseling sessions, Vineland Social Maturity Test Toolkit for Children in the both groups was completed and the data were analyzed using SPSS software. Results: There was no significant differences between the two groups regarding the social development score before the intervention (p >0.001). There was a significant difference between the mean score of social development in the two groups after the intervention, in which the mean of the total score and each area of social development increased significantly (P <0.001). Conclusion: Considering the importance of the early years of life in the development of infants and findings of the present study, it can be said that the advisory of play therapy for improving the development of a infants can be very helpful.

scholarly journals Links between Shared Reading and Play, Parent Psychosocial Functioning, and Child Behavior: Evidence from a Randomized Controlled Trial

2019 ◽  
Vol 213 ◽  
pp. 187-195.e1 ◽  
Author(s):  
Adriana Weisleder ◽  
Carolyn Brockmeyer Cates ◽  
Jessica F. Harding ◽  
Samantha B. Johnson ◽  
Caitlin F. Canfield ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Child Behavior ◽  
Psychosocial Functioning ◽  
Controlled Trial ◽  
Shared Reading ◽  
Randomized Controlled

scholarly journals Impact of the Childcare Physical Activity (PLAY) Policy on Young Children’s Physical Activity and Sedentary Time: A Pilot Clustered Randomized Controlled Trial

2021 ◽  
Vol 18 (14) ◽  
pp. 7468
Author(s):  
Monika Szpunar ◽  
Molly Driediger ◽  
Andrew M. Johnson ◽  
Leigh M. Vanderloo ◽  
Shauna M. Burke ◽  
...  
Keyword(s):  
Physical Activity ◽  
Randomized Controlled Trial ◽  
Sedentary Time ◽  
Controlled Trial ◽  
Early Years ◽  
Light Physical Activity ◽  
Childcare Centers ◽  
Randomized Controlled ◽  
Children’S Physical Activity

Background: The importance of daily physical activity is crucial for healthy development during the early years. Currently, a formal written physical activity policy is lacking in Canadian childcare centers, but holds promise for offering consistent physical activity opportunities. With eight recommendations, the Childcare PLAY policy is an evidence-informed, institutional-level document, targeting children’s physical activity, outdoor play, and sedentary time. The purpose of this study was to examine the impact of the Childcare Physical Activity (PLAY) policy on the physical activity and sedentary time of young children (18 months–4 years) in childcare. Methods: Nine childcare centers in London, Ontario participated in the cluster, randomized controlled trial. The centers in the control condition (n = 4) continued their typical daily routines, while the centers in the intervention condition (n = 5) implemented the PLAY policy for eight weeks. To assess physical activity levels, toddlers and preschoolers wore ActiGraph wGT3X-BT accelerometers for five consecutive days during childcare hours, at baseline, mid- and post-intervention, and at the six-month follow-up. Raw accelerometry data were converted to 15 s epochs, and age- and device-specific cut-points were applied. The participants with two or more days of at least 5 h/day of wear-time at baseline, and at one additional time point, were included in the linear mixed-effects models. An adjusted alpha (p < 0.017) was used to account for multiple comparison bias. Results: A total of 148 children (31.92 ± 7.41 months) had valid accelerometry data. The intervention resulted in a significant increase in light physical activity among the participants in the experimental group at the six-month follow-up (+1.07 min/h, an 11.16% increase; p = 0.0017). The intervention did not have a statistically significant effect on the total physical activity, moderate-to-vigorous physical activity, or sedentary time. Conclusions: The findings indicate that the Childcare PLAY policy was effective at increasing the toddlers’ and preschoolers’ light physical activity. This pilot intervention appears promising for supporting some improved movement behaviors among children in childcare settings; however, additional investigations are needed to explore the feasibility and effectiveness with larger and more-diverse samples.

Sign in / Sign up

Export Citation Format

Share Document