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 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

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 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 Inferencing questions embedded in a children’s book help children make more inferences

2019 ◽  
Vol 40 (2) ◽  
pp. 172-191
Author(s):  
Björn B. de Koning ◽  
Stephanie I. Wassenburg ◽  
Lesya Y. Ganushchak ◽  
Eke Krijnen ◽  
Roel van Steensel
Keyword(s):  
Early Literacy ◽  
Reading Interventions ◽  
Shared Reading ◽  
Literacy Programs ◽  
Book Reading ◽  
Shared Book Reading ◽  
Story Comprehension ◽  
Implicit Information ◽  
Children's Book ◽  
Parents And Children

The ability to deduce implicit information about relations in a text (i.e., inferencing) is essential to understanding that text. Hence, there is increasing attention for supporting inferencing skills among children in early literacy programs including shared book reading interventions. This study investigated whether embedding scripted inferencing questions in a story that children (4.3–6.6 years) and parents ( N = 32 parent–child dyads) read together increases the number of inferences during shared reading and supports children’s story comprehension. Results showed that during shared book reading parents and children made more inferences when the book contained scripted inferencing questions. However, there were no associated benefits regarding story comprehension: having read with scripted inferencing questions resulted in comparable story comprehension as reading without scripted inferencing questions. In addition, after reading with scripted inferencing questions more inferences were made during shared reading of a second book without scripted inferencing questions.

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

The effect of book format and parent language dominance on shared book reading in bilingual families

2021 ◽  
Author(s):  
Erin Quirk
Keyword(s):  
Language Development ◽  
Oral Language ◽  
Shared Reading ◽  
Book Reading ◽  
Shared Book Reading ◽  
Parent Child Interactions ◽  
Adult Reading ◽  
Book Format ◽  
Additional Support ◽  
Families First

Shared book reading - an adult reading to a child - supports children’s language development (e.g. Sénéchal, Pagan, & Leve, 2008). Most of what we know about shared book reading comes from studies of monolingual families, but shared book reading in bilingual families is different than in monolingual families. First, bilingual families must divide their book-reading time and resources between two languages. Second, bilingual parents may not be equally comfortable reading in both of their languages, which may influence how much and how well they read in each language. One recent study found that in bilingual families, parents own more books and read to their children more often in their stronger language (Gonzalez-Barrero et al., 2021). This could further disadvantage children’s oral language development in their weaker language. Bilingual books - books that tell a story in two languages - could be a useful tool to address this problem as they may provide additional support for reading in a weaker language. Yet little is known about how bilingual families engage with this format. This project addresses this gap by directly observing French-English bilingual parents and their preschool-aged children during shared reading with traditional single-language books and bilingual books. Shared reading interactions will be transcribed, coded and analyzed to assess the quantity and quality of parent-child interactions when reading 1) a bilingual or traditional single-language book and 2) in a stronger or weaker language.

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.

scholarly journals Coenzyme Q10 supplementation for prophylaxis in adult patients with migraine—a meta-analysis

BMJ Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. e039358
Author(s):  
Suhairul Sazali ◽  
Salziyan Badrin ◽  
Mohd Noor Norhayati ◽  
Nur Suhaila Idris
Keyword(s):  
Random Effects ◽  
Coenzyme Q10 ◽  
Migraine Headache ◽  
Meta Analysis ◽  
Adult Patients ◽  
Control Group ◽  
Cochrane Central Register ◽  
Statistical Heterogeneity ◽  
Coq10 Supplementation ◽  
The Impact

ObjectiveTo determine the effects of coenzyme Q10 (CoQ10) for reduction in the severity, frequency of migraine attacks and duration of headache in adult patients with migraine.DesignSystematic review and meta-analysis.Data sourcesCochrane Central Register of Controlled Trials, CENTRAL, MEDLINE, EMBASE, Cumulative Index to Nursing and Allied Health Literature (CINAHL) and Psychological Information Database (PsycINFO) from inception till December 2019.Study selectionAll randomised control trials comparing CoQ10 with placebo or used as an adjunct treatment included in this meta-analysis. Cross-over designs and controlled clinical trials were excluded.Data synthesisHeterogeneity at face value by comparing populations, settings, interventions and outcomes were measured and statistical heterogeneity was assessed by means of the I2 statistic. The treatment effect for dichotomous outcomes were using risk ratios and risk difference, and for continuous outcomes, mean differences (MDs) or standardised mean difference; both with 95% CIs were used. Subgroup analyses were carried out for dosage of CoQ10 and if CoQ10 combined with another supplementation. Sensitivity analysis was used to investigate the impact risk of bias for sequence generation and allocation concealment of included studies.ResultsSix studies with a total of 371 participants were included in the meta-analysis. There is no statistically significant reduction in severity of migraine headache with CoQ10 supplementation. CoQ10 supplementation reduced the duration of headache attacks compared with the control group (MD: −0.19; 95% CI: −0.27 to −0.11; random effects; I2 statistic=0%; p<0.00001). CoQ10 usage reduced the frequency of migraine headache compared with the control group (MD: −1.52; 95% CI: −2.40 to −0.65; random effects; I2 statistic=0%; p<0.001).ConclusionCoQ10 appears to have beneficial effects in reducing duration and frequency of migraine attack.PROSPERO registration numberCRD42019126127.

scholarly journals Association between apolipoprotein gene polymorphisms and hyperlipidemia: a meta-analysis

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Xiao-Ning Zhao ◽  
Quan Sun ◽  
You-Qin Cao ◽  
Xiao Ran ◽  
Yu Cao
Keyword(s):  
Risk Factor ◽  
Cerebrovascular Disease ◽  
Gene Polymorphisms ◽  
Meta Analysis ◽  
Control Group ◽  
Case Group ◽  
Healthy Controls ◽  
Ε4 Allele ◽  
Different Populations ◽  
The Impact

Abstract Background Hyperlipidemia plays an important role in the etiology of cardio-cerebrovascular disease. Over recent years, a number of studies have explored the impact of apolipoprotein genetic polymorphisms in hyperlipidemia, but considerable differences and uncertainty have been found in their association with different populations from different regions. Results A total of 59 articles were included, containing in total 13,843 hyperlipidemia patients in the case group and 15,398 healthy controls in the control group. Meta-analysis of the data indicated that APOA5–1131 T > C, APOA1 -75 bp, APOB XbaI, and APOE gene polymorphisms were significantly associated with hyperlipidemia, with OR values of 1.996, 1.228, 1.444, and 1.710, respectively. All P-values were less than 0.05. Conclusions Meta-analysis of the data indicated that the C allele of APOA5 1131 T > C, the A allele at APOA1-75 bp, the APOB XbaI T allele, and the ε2 and ε4 allele of APOE were each a risk factor for susceptibility for hyperlipidemia.

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