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

2019 ◽  
Vol 91 (2) ◽  
Author(s):  
Nicholas Dowdall ◽  
G. J. Melendez‐Torres ◽  
Lynne Murray ◽  
Frances Gardner ◽  
Leila Hartford ◽  
...  
Keyword(s):  
Systematic Review ◽  
Language Development ◽  
Reading Interventions ◽  
Picture Book ◽  
Child Language ◽  
Meta Analysis ◽  
Book Reading ◽  
Picture Book Reading

Accelerating language development through picture book reading.

1988 ◽  
Vol 24 (4) ◽  
pp. 552-559 ◽  
Author(s):  
G. J. Whitehurst ◽  
F. L. Falco ◽  
C. J. Lonigan ◽  
J. E. Fischel ◽  
et al
Keyword(s):  
Language Development ◽  
Picture Book ◽  
Book Reading ◽  
Picture Book Reading

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.

Accelerating language development through picture book reading: Replication and extension to a videotape training format.

1994 ◽  
Vol 86 (2) ◽  
pp. 235-243 ◽  
Author(s):  
David H. Arnold ◽  
Christopher J. Lonigan ◽  
Grover J. Whitehurst ◽  
Jeffery N. Epstein
Keyword(s):  
Language Development ◽  
Picture Book ◽  
Book Reading ◽  
Training Format ◽  
Picture Book Reading

Embodied displacements in young German children’s storytelling

2019 ◽  
Vol 3 (1-2) ◽  
pp. 168-195 ◽  
Author(s):  
Vivien Heller
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Lexical Resources ◽  
Narrative Space ◽  
Multimodal Analysis ◽  
Different Types ◽  
German Speaking ◽  
Picture Book Reading ◽  
The Given

This paper is concerned with embodied processes of joint imagination in young children’s narrative interactions. Based on Karl Bühler’s notion of ‘deixis in the imagination’, it examines in detail how a 19-month-old German-speaking child, engaged in picture book reading with his mother, brings about different subtypes of deixis in the imagination by either ‘displacing’ what is absent into the given order of perception (e.g. by using the hand as a token for an object) or displacing his origo to an imagined space (e.g. by kinaesthetically aligning his body with an imagined body and animating his movements). Drawing on multimodal analysis and the concept of layering in interaction, the study analyses the ways in which the picture book as well as deictic, depictive, vocal and lexical resources are coordinated to evoke a narrative space, co-enact the storybook character’s experiences and produce reciprocal affect displays. Findings demonstrate that different types of displacement are in play quite early in childhood; displacements in the dimension of space and person are produced through layerings of spaces, voices and bodies.

Kindergartners’ Spontaneous Focusing on Numerosity in Relation to Their Number-Related Utterances During Numerical Picture Book Reading

2016 ◽  
Vol 18 (2) ◽  
pp. 125-141 ◽  
Author(s):  
Sanne Rathé ◽  
Joke Torbeyns ◽  
Minna M. Hannula-Sormunen ◽  
Lieven Verschaffel
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Picture Book Reading
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