Added Value of Dialogic Parent-Child Book Readings: A Meta-Analysis.

Mol, Suzanne E.; Bus, Adriana G.; de Jong, Maria T.; Smeets, Daisy J. H.

Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details - EJ787378

Title: Added Value of Dialogic Parent-Child Book Readings: A Meta-Analysis

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
Title:	Added Value of Dialogic Parent-Child Book Readings: A Meta-Analysis
Authors:	Mol, Suzanne E.; Bus, Adriana G.; de Jong, Maria T.; Smeets, Daisy J. H.
Descriptors:	Control Groups; Reading Aloud to Others; Effect Size; Literacy; Meta Analysis; Vocabulary Development; Intervention; Measures (Individuals); Expressive Language; Risk; Language Impairments; Parent Child Relationship; Reading Research; Coding; Dialogs (Language)
Source:	Early Education and Development, v19 n1 p7-26 Jan 2008
More Info: Help Peer Reviewed:	Yes
Publisher:	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Date:	2008-01-00
Pages:	20
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	Book reading has been demonstrated to promote vocabulary. The current study was conducted to examine the added value of an interactive shared book reading format that emphasizes active as opposed to noninteractive participation by the child. Studies that included a dialogic reading intervention group and a reading-as-usual control group, and that reported vocabulary as an outcome measure were located. After extracting relevant data from 16 eligible studies, a meta-analysis was conducted to attain an overall mean effect size reflecting the success of dialogic reading in increasing children's vocabulary compared to typical shared reading. When focusing on measures of expressive vocabulary in particular (k = 9, n = 322), Cohen's d was 0.59 (SE = 0.08; 95% CI = 0.44, 0.75; p less than 0.001), which is a moderate effect size. However, the effect size reduced substantially when children were older (4 to 5 years old) or when they were at risk for language and literacy impairments. Dialogic reading can change the home literacy activities of families with 2- to 3-year-old children but not those of families with children at greatest risk for school failure. (Contains 3 tables.)
Abstractor:	Author
Reference Count:	60

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1040-9289
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/10409280701838603

Back to Search Results