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

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

doi:10.1080/10409280701838603

Cited by 760 publications

(735 citation statements)

References 41 publications

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“…Obviously, shared book reading events present rich opportunities for children to acquire new vocabulary, to rehearse new words in extended conversations, to play with language, and to experience the purpose of print media. All of these experiences support children's linguistic development (Bus et al, 1995;Mol et al, 2008;Schatschneider et al, 2004;Torgesen, 2002;Torppa et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, children with stronger early linguistic skills tend to outperform children with weak early linguistic skills on assessments of literacy abilities in school, and this gap appears to widen over time (Bast & Reitsma, 1998;Torppa, Poikkeus, Laakso, Eklund, & Lyytinen, 2006). Parents who support their children's language and later emergent literacy learning intensively by providing a high-quality HLE facilitate children's vocabulary acquisition (Mol, Bus, de Jong, & Smeets, 2008;. Consequently, the HLE appears to play an important role in children's early linguistic development.…”

Section: Early Linguistic Developmentmentioning

confidence: 99%

“…Consequently, we do not consider other aspects of shared book reading that play a major role in children's linguistic development such as the quality of the reading (e.g., Mol et al, 2008;L. M. Phillips et al, 2008) or the appropriateness of the book (Kucirkova, Messer, & Whitelock, 2012).…”

Section: Limitationsmentioning

confidence: 99%

See 2 more Smart Citations

The Sooner, the Better

2016

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As reading to children plays an important role in language development, primary caregivers are often encouraged to read to their children from a very young age. However, little is known about the age at which such reading should start. The linguistic skills of 104 children were assessed shortly before school entry. Their parents were asked how old their children were when they first read to them and how often they had read to their children. Almost half of the study children were read to before they were 6 months old. The age at which children were first read to was closely associated with family characteristics such as socioeconomic status, the frequency with which children were read to as preschoolers, and with children's linguistic and cognitive competencies. The findings imply that reading books to very young children indeed contributes meaningfully to a favorable home literacy environment and supports children's language development.

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Section: Discussionmentioning

confidence: 99%

Section: Early Linguistic Developmentmentioning

confidence: 99%

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The Sooner, the Better

2016

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“…Picture books are accessible, attractive, and authentic materials, specially made for and familiar to young children. To date, picture book research has largely focused on their potential to promote language and literacy skills and on parent-child interactions during shared reading (Fletcher & Reese, 2005 Jong, & Smeets, 2008). Only a few studies have used picture books to stimulate other cognitive and academic skills, such as promoting theory of mind understanding (e.g., Adrián, Clemente, & Villanueva, 2007;Symons, Peterson, Slaughter, Roche, & Doyle, 2005), understanding mathematical concepts (e.g., Anderson, Anderson, & Shapiro, 2005;Van den Heuvel-Panhuizen & Elia, 2011), and problem solving (e.g., Gosen, 2012).…”

Section: This Studymentioning

confidence: 99%

Preschoolers’ Causal Reasoning During Shared Picture Book Storytelling: A Cross-Case Comparison Descriptive Study

Reed¹,

Hurks

Kirschner

et al. 2015

Journal of Research in Childhood Education

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“…Dialogic reading involves specific questioning techniques used by teachers that are directed to the child to get him or her to develop more context-independent language and to expand his or her vocabulary while jointly attending to a book. Dialogical reading was chosen because meta-analyses have shown that it is more efficient than conventional reading aloud (Mol, Bus, De Jong, & Smeets, 2008). The first 20-25 minutes of the first group session every week, during the entire intervention period, was spent on dialogic reading.…”

Section: Interventionmentioning

confidence: 99%