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The Impact of Dialogic Book-Sharing on Receptive and Expressive Language: A Randomised Controlled Trial in the Drakenstein Child Health Cohort

SSRN Electronic Journal
  • 1
    Citations
  • 451
    Usage
  • 2
    Captures
  • 0
    Mentions
  • 0
    Social Media
Metric Options:   Counts1 Year3 Year

Metrics Details

  • Citations
    1
    • Citation Indexes
      1
  • Usage
    451
    • Abstract Views
      397
    • Downloads
      54
  • Captures
    2
  • Ratings
    • Download Rank
      762,801

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.

Bibliographic Details

Sheri-Michelle Koopowitz; Karen Thea Maré; Marilyn Lake; Christopher du Plooy; Nadia Hoffman; Kirsten Donald; Susan Malcolm-Smith; Lynne Murray; Heather Zar; Peter Cooper; Dan J. Stein

Elsevier BV

Parenting; language; Reading; Cognition; Theory of mind

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