The Impact of Dialogic Book-Sharing on Receptive and Expressive Language: A Randomised Controlled Trial in the Drakenstein Child Health Cohort
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Article Description
Background: Evidence shows that dialogic book-sharing improves language development in young children in low-middle income countries (LMICs), particularly receptive and expressive language. It is unclear whether this intervention also boosts development of other neurocognitive and socio-emotional domains in children. Using a randomised controlled trial (RCT) nested in the Drakenstein Child Health Study (DCHS), a book-sharing intervention was implemented in caregivers of 3.5-year-old preschool children living in low-income communities. Methods: 122 Caregivers and their children (mean age 3.5 years) were randomly assigned to an intervention group (n = 61) or waitlist control group (n = 61). A neurocognitive battery determined baseline receptive and expressive language, executive function, theory of mind, and behaviour scores. Intervention: The 8-week parent training intervention program consisted of weekly 90-minute sessions during which caregivers were taught and practiced dialogic book-sharing with their children. The control group received care as normal. Follow up assessments of the 4-year-old children took place 6 months after intervention and consisted of the majority of the measures performed at baseline. Receptive and expressive language was assessed pre- and post-intervention. Results: No differences were observed between intervention and control groups on receptive and expressive language, or any of the neurocognitive or socio-emotional measures from baseline (3.5 years) to 6 months post-intervention administration (4 years). Conclusion: The benefits noted in prior literature of book-sharing in infants did not appear to be demonstrated over 6 months, from 3.5 to 4 years of age, suggesting the importance of early intervention. Further research on adaptation of book-sharing for older participants is needed.
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