Reading Aloud and First Language Development: A Systematic Review

Abstract

Reading aloud appears to be an important lever for improving language acquisition and development in early childhood, and later in life it strengthens many sub-dimensions of language. However, the availability of numerous variations on reading training, shaped by different methodologies and different lengths of exposure make it difficult to determine the best approaches to follow. The aim of this review is to identify the available literature contributions that examine the association between mediated reading training, first language development and the acquisition of new vocabulary, including other components that could be improved by these interventions, such as cognitive function, emergent literacy and adult-child verbal interactions. The purpose is to compare research highlighting their fundamental characteristics, tools, duration and methodologies used in order to point out the effects that the practice of reading aloud produces on the acquisition and the enhancement of language, particularly in the age of language development. The analysis of the 51 articles included aims to identify the most effective reading strategies in terms of practices, timing and methods, able to produce the most significant gains in the language area.

Pengaruh Kegiatan Literasi Melalui Read aloud Buku Bacaan Bergambar Terhadap Perkembangan Bahasa Dan Kognitif Pada Anak Kelompok B Di Taman Kanak-Kanak

“…Observasi di TK Nurul Huda Karang Sekaran Lamongan pada kelompok B menunjukkan ketidakseimbangan dalam perkembangan bahasa dan kognitif siswa. Terdapat juga beberapa studi terdahulu yang menemukan pengaruh metode membaca nyaring (Read aloud) terhadap perkembangan kognitif anak usia dini, yang sejalan dengan beberapa penelitian terdahulu, seperti : studi Batini, dkk., (Batini, D'Autilia, Pera, Lucchetti, & Toti, 2020), Batini, dkk., (Bartolucci & Batini, 2020), Bartolucci & Batini (Batini, Bartolucci, & Timpone, 2018), Fauziah, dkk., (Kiromi & Fauziah, 2016), Gehlot, dkk., (Lalit, Hailah, & Himani, 2020), Gibson (Gibson, 2008), Justice, dkk., (Justice et al, 2020), Kawashima, dkk., (Kawashima et al, 2005), Lennox (Lennox, 2013), Marhamah & Putri (Indonesia, 2006), Massaro, dkk., (Massaro, 2017), Mendelsohn, dkk., (Mendelsohn et al, 2020) (Dünya, 2020), Mulyaningtyas & Setyawan (L.I, 2022), Omar & Saufi (Omar & Saufi, 2015), Rokhmatulloh & Sudihartinih (Rokhmatulloh & Sudihartinih, 2022), Octa & Sunaryati (Octaviani & Sunaryati, 2023), Sari & Virdaus (Novitasari, Sari, Virdaus, & Narotama, 2023) Comprehension in Children with Reading Disabilities, 2021), Syrnyk, dkk., (Syrnyk, McArthur, Zwack, & Handelsman, 2023), Trelease (1989, Want (Rokhmatulloh & Sudihartinih, 2022) dan Weisleder, dkk., (Mendelsohn et al, 2020).…”

The COVID-19 Pandemic: Changes in Parent–Child Activities at Home from Spring 2020 to Spring 2021 from a Cross-Cultural View

“…Parent-child shared book reading (SBR) activities are important to young children's language development, listening and reading comprehension, and more [38,39]. Children's books provide broader, more grammatically correct vocabulary and a range of subject matter than everyday conversation [40][41][42]. Many parents begin reading to their children shortly after birth [43].…”

Reading Aloud and the Use of CAS-2 Battery to Assess Cognitive Skills Improvement

“…In particular, they revealed that in "normed" children, the size of vocabulary possessed was the most powerful predictor for all other cognitive abilities (i.e., arithmetic, visuospatial, and phonological processing). International research in the field has documented how exposure to reading represents a practice that can act positively on vocabulary development and other cognitive skills from the earliest years of life [17][18][19][20][21][22][23][24][25][26][27]. Systematic exposure to reading aloud is, therefore, effective in reinforcing the development of many of the skills required in the early-school years.…”

“…Systematic exposure to reading aloud is, therefore, effective in reinforcing the development of many of the skills required in the early-school years. Many studies in the literature have found that there is a relationship between reading or exposure to reading and increases in productive language (in everyday language use) and receptive language (in meaning comprehension and inferential processes) [21,28]. Research also confirms that situations of poverty are related to a lack of exposure to books and printed materials [29], because this lack inevitably results in fewer literacy stimuli, fewer opportunities to acquire new words, and therefore, the possibility of cognitive and comprehension gaps in the early stage of schooling that will affect subsequent learning [7,25,[30][31][32].…”