Psychosocial Effects of Parent-Child Book Reading Interventions: A Meta-analysis

Xie, Qianwen; Chan, Cecilia L. W.; Ji, Qingying; Chan, Cecilia Lai-Wan

doi:10.1542/peds.2017-2675

Cited by 30 publications

(15 citation statements)

References 77 publications

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“…Previous research has indicated that shared book reading or storytelling during regular bedtime routines is one of the components of the home literacy environment influencing children’s subsequent verbal and cognitive development (Kitsaras et al., 2018). This is in accordance with the well‐established influence of shared book reading in the promotion of children’s language and psychosocial development (Dowdall et al., 2020; Xie, Chan, Ji, & Chan, 2018). Indeed, parental reports of home literacy activities (a composite measure that included the mother’s implication in LBR) in the first years of life contributed significantly to the prediction of children’s oral language, vocabulary, and cognitive skills at ages 3 and 5 years (Rodriguez & Tamis‐LeMonda, 2011; Rodriguez et al., 2009).…”

Section: Introductionsupporting

confidence: 87%

Associations of language‐based bedtime routines with early cognitive skills and academic achievement: A follow‐up from kindergarten to middle school

Câmara-Costa

Pulgar²,

Cusin³

et al. 2021

British J of Dev Psycho

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Objective This study aimed to investigate the extent to which language‐based bedtime routines (LBR) reported by parents before kindergarten were associated with early cognitive skills at kindergarten and subsequent academic achievement in typically developing children. Method We followed a community‐based sample of 664 French‐speaking adolescents from kindergarten (5–6 years) to the end of middle school (15 years). Kindergarten measures included a parental questionnaire aimed at assessing the presence or absence of any kind of LBR, such as storytelling, looking at children’s books, reading a story, listening to songs, or singing nursery rhymes, as well as family contextual characteristics. Children also performed standardized assessments of oral language, pre‐reading skills, and non‐verbal reasoning. In middle school, children sat a national diploma typically used as an indicator of general academic achievement in Grade 9. Results After adjusting for family characteristics, the presence of language‐based bedtime routines (57%) predicted cognitive–academic skills in kindergarten, and was positively associated with academic achievement at Grade 9, related to the beneficial effect on children’s vocabulary in kindergarten. Conclusion The presence of language‐based bedtime routines may provide an indicator of positive parental behaviour including exposure to literacy activities, contributing to children’s early cognitive development and subsequent academic achievement.

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Section: Introductionsupporting

confidence: 87%

Associations of language‐based bedtime routines with early cognitive skills and academic achievement: A follow‐up from kindergarten to middle school

Câmara-Costa

Pulgar²,

Cusin³

et al. 2021

British J of Dev Psycho

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show abstract

“…A protocol was submitted to the PROSPERO registry for systematic reviews (CRD number: 42017057258) with child language as the primary outcome. While this registered protocol also specified assessment of child socioemotional outcomes as a secondary outcome, a recent meta‐analysis (Xie, Chan, Ji, & Chan, ) focused directly on this question, rendering this analysis redundant. PRISMA guidelines of reporting were followed.…”

Section: Methodsmentioning

confidence: 99%

Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta‐Analysis

et al. 2019

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Interventions that train parents to share picture books with children are seen as a strategy for supporting child language development. We conducted meta‐analyses using robust variance estimation modeling on results from 19 RCTs (Ntotal = 2,594; Mchildage = 1–6 years). Overall, book‐sharing interventions had a small sized effect on both expressive language (d = 0.41) and receptive language (d = 0.26). They had a large effect on caregiver book‐sharing competence (d = 1.01). The impact of the intervention on child language was moderated by intervention dosage, with lower dosage associated with a minimal impact. Child age and caregiver education level were unrelated to child outcome. This review and meta‐analysis confirms the promise of book‐sharing interventions for enhancing and accelerating child language development.

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“…As occurred with nonmobile media (defined as media not experienced on a mobile device such as printed books and television), scaffolding may create opportunities for high quality interactions, such as asking questions, labeling objects, singing and being verbally affectionate (Pempek, Demers, Hanson, Kirkorian, & Anderson, 2011). Stimulating interactions are also a vital element of a secure attachment (De Wolff & van Ijzendoorn, 1997) and such exchanges could positively impact the overall quality of parent–child relationships (Xie, Chan, Ji, & Chan, 2018). They may have additional developmental and literacy benefits (Huttenlocher, Haight, Bryk, Seltzer, & Lyons, 1991; Weizman & Snow, 2001).…”

Section: Introductionmentioning

confidence: 99%

The impact of joint media engagement on parent–child interactions: A systematic review

Ewin

McLean

Ewin

2020

Human Behav and Emerg Tech

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The American Academy of Paediatrics recommend that parent and children (aged 2–18 years) jointly engage in media yet the impact on interactions is unknown. This systematic review identified joint media engagement (JME) rates, the supports offered by parents and children to each other and the impact of JME on parent–child interactions. A search within six article databases (ProQuest, PsycInfo, Web of Science, Scopus, Pub Med, and CINAHL) from January 2007 to June 2019 found 7,130 results. Included papers involved parent–child dyads engaging in JME with a smartphone or tablet. In the 27 identified papers, most parents engaged in JME sometimes (41–72%) compared to JME use that was frequent (13–38%) and JME refusal (4–8%). Parents and children supported each other with cognitive, physical, technical, and affective techniques. Children were more engaged during JME activities and key elements of language quality was reduced compared to nonmobile device activities (such as toy play). The impact of JME on language quantity, warmth, scaffolding and the overall parent–child relationship was inconsistent, however, several factors that potentially influenced this impact were identified. Research investigating these factors and how apps may foster interactions is needed.

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Psychosocial Effects of Parent-Child Book Reading Interventions: A Meta-analysis

Abstract: PCBR interventions are positively and significantly beneficial to the psychosocial functioning of both children and parents.

Cited by 30 publications

References 77 publications

Associations of language‐based bedtime routines with early cognitive skills and academic achievement: A follow‐up from kindergarten to middle school

Associations of language‐based bedtime routines with early cognitive skills and academic achievement: A follow‐up from kindergarten to middle school

Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta‐Analysis

The impact of joint media engagement on parent–child interactions: A systematic review

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