Long-term effects of a mediated reading programme on the development of emotional competencies /Efectos a largo plazo de un programa de lectura mediada para el desarrollo de competencias emocionales

Abstract

Emotional competencies are considered protective factors against behaviour problems and have been associated with adequate social and academic development. Early intervention means a greater chance of stability and development of these skills; however, few programmes address these aspects and evaluate their effectiveness in the short, middle or long term. Our research goal was to implement an early intervention programme for the development of emotional competencies based on the mediated reading of children's literature and to evaluate its long-term effectiveness. Participants were 115 children between the ages of five and eight who were divided into two groups. To assess the impact of the programme, a factorial design was implemented with four independent variables. The 'Mediated reading' and 'Traditional reading' groups were compared on measures of facial emotion recognition, empathy and emotional regulation. Results indicate that the mediated reading group showed the best performance on all the dimensions evaluated, with significant differences from the traditional reading group. The study concludes by analysing the outcomes and limitations of the programme implemented.

The Effects of a Reading-Based Intervention on Emotion Processing in Children Who Have Suffered Early Adversity and War Related Trauma

“…In order to promote uptake and engagement, WLR does not deliver mediated reading (e.g., there is no discussion of material during sessions to avoid creating a school-like environment). Although most reading-based interventions employ mediated reading, there is evidence to suggest that non-mediated reading can have positive effects on children's development by increasing their emotional competence, knowledge, and emotion socialization abilities (Riquelme and Montero, 2013;Riquelme-Mella and García-Celay, 2016;Mahasneh et al, 2017). As planned, the WLR program was made shorter to accommodate school constraints and Ramadan, with all ambassadors providing a minimum of five reading sessions to the children.…”

“…Reading-based programs for primary school-aged children can also lead to improvements in emotion processing and regulation. For example, a mediated-reading intervention in Chilean children (6-8 years old) showed larger shortand long-term improvements in their emotion recognition, empathy, and emotional regulation than a traditional-reading intervention (non-mediated), although children in the latter group also showed some improvements, which the authors attribute to an increase in their emotional competence (Riquelme and Montero, 2013;Riquelme-Mella and García-Celay, 2016). Indeed, non-mediated book reading programs could improve aspects of emotion socialization through role modeling.…”

“…In the present study, we examine whether a reading-based intervention ("We Love Reading") could benefit children exposed to higher (i.e., refugees) and lower (i.e., non-refugees) levels of adversity, by increasing emotional knowledge and vocabulary as well as empathy (Kumschick et al, 2014;Riquelme-Mella and García-Celay, 2016). To do this, we used locally validated mental health questionnaires and computer-based emotion recognition tasks to measure children's sensitivity to different facial expressions.…”

The Association Between Reading and Emotional Development: A Systematic Review

“…Regarding the Childhood sample (see Appendix A), out of a total of 13 articles, 2 studies were identified on participants in the nursery age group (Betawi, 2015;Drummond, Paul, Waugh, Hammond, & Brownell, 2014), 9 studies on a sample of participants in the Preschool age group (e.g. Aram, Deitcher, Shoshan, & Ziv, 2017;Baker & Rimm-Kaufman, 2014) and 2 studies following participants' growth from the preschool to primary school (Riquelme & Montero, 2016;Riquelme, Munita, Jara, & Montero, 2013). Of the total of 13 articles, 10 studies have a quantitative research design (of which 4 with control groups), 2 are longitudinal studies without a specific intervention and 1 study has a qualitative research design.…”

Effects of Combined Exercise Therapy on Positive Self Evaluation and Emotional Regulation of Children: An Analysis Based on Randomized Controlled Trial

“…Indepth studies on the internal process of children's emotion regulation and the development of emotion regulation has other psychological characteristics. In-depth studies on its impact are rare (Ren, Zhang, Yang et al, 2018;Riquelme-Mella & García-Celay, 2016). Besides, emotion regulation is of great significance to children's development.…”