Impacts of Shared Reading on Linguistic Development in Early Childhood - Systematic Review
DOI:
https://doi.org/10.17058/signo.v49i96.19320Keywords:
Shared book reading, Systematic Review, Early Childhood Education, Linguistic developmentAbstract
Shared book reading in early childhood is important for children's linguistic development. However, interventions using shared reading to enhance children's oral and written language have shown conflicting results, possibly due to different intervention designs. The aim of this research was to map intervention studies on the effects of shared storybook reading on the linguistic development of children in Early Childhood Education. To achieve this, we employed Systematic Literature Review strategies following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. Searches were conducted in the databases Eric, Medline, Scielo, Pepsic, Psyc Info, and Jstor Journals. The keyword groups used in our searches included: ("shared book reading" OR "dialogic reading" OR "interactive reading" OR "emergent literacy" OR "early literacy") AND (preschool OR "child education") AND (reading OR literacy). Study selection stages were conducted by two independent reviewers. Included were intervention studies focusing on shared stories and linguistic development of children aged three to six years, published between 2017 and 2022. Studies not meeting predetermined criteria were excluded. The final selection yielded 16 articles, which were analyzed to identify the effects of shared reading on children's linguistic development. Results of the analysis of selected studies support previous research, providing evidence that shared book reading positively contributes to children's linguistic development.
Downloads
References
Altınkaynak, S. O. (2019). The Effect of Interactive Book
Reading Activities on Children’s Print and
Phonemic Awareness Skills. International
Journal of Progressive Education, 15 (1), 88-99.
https://doi.org/10.29329/ijpe.2019.184.6
Batista Rocha, J. C., & Mota, M. M. P. E. da. (2023).
Does shared reading between parents and
children affect the development of emerging
literacy? Trends in Psychology, 31, 307-317.
https://doi.org/10.1007/s43076-021-00070-6
Chacko, A., Fabiano, G. A., Doctoroff, G. L., & Fortson, B.
(2018). Engaging Fathers in Effective Parenting
for Preschool Children Using Shared Book
Reading: A Randomized Controlled Trial. Journal
of Clinical Child & Adolescent Psychology, 47(1),
–93.
https://doi.org/10.1080/15374416.2016.1266648
Davies, C., McGillion, M., Rowland, C., & Matthews, D.
(2019). Can inferencing be trained in
preschoolers using shared book-reading? A
randomised controlled trial of parents’ inference-
eliciting questions on oral inferencing ability.
Journal of Child Language, 47(3), 655–679.
https://doi.org/10.1017/S0305000919000801
Dowdall, N., Melendez‐Torres, G. J., Murray, L., Gardner,
F., Hartford, L., & Cooper, P. J. (2020). Shared
Picture Book Reading Interventions for Child
Language Development: A Systematic Review
and Meta-Analysis. Child Development, 91(2),
-399. https://doi.org/10.1111/cdev.13225
Duff, F. J., Reen, G., Plunkett, K. & Nation, K. (2015). Do
infant vocabulary skills predict school-age
language and literacy outcomes? The Journal of
Child Psychology and Psychiatry, 56(8), 848–
https://doi.org/10.1111/jcpp.12378
Frier, C., Corrêa, M. L. G., Castro, R. L. de. (2006).
Leituras dialogadas: alguns aspectos
interacionais dos rituais de leitura
compartilhada. Filologia e Linguística Portuguesa
(8), 327-359. https://doi.org/10.11606/issn.2176-
v0i8p327-359
Gettinger, M., & Stoiber, K. C. (2018). Effects of Shared
Book Reading Focusing on Letters and Sounds
versus Vocabulary for Low-Income
Prekindergarten Children. Preventing School
Failure: Alternative Education for Children and
Youth, 62(3), 149–160.
https://doi.org/10.1080/1045988X.2017.1408053
Hadley, B. H., & Dickinson, D. K. (2019). Cues for word-
learning during shared book-reading and guided
play in preschool. Journal of Child Language,
(6), 1202-1227.
https://doi.org/10.1017/S0305000919000552
Justice, L. M., & Ezell, H. K. (2002). Use of storybook
reading to increase print awareness in at-risk
children. American Journal of Speech-Language
Pathology, 11(1), 17-29.
https://doi.org/10.1044/1058-0360(2002/003)
Kim, Y., & Riley, D. A. (2021). Accelerating Early
Language and Literacy Skills Through a
Preschool-Home Partnership Using Dialogic
Reading: a Randomized Trial. Child Youth Care
Forum 50, 901–924.
https://doi.org/10.1007/s10566-021-09598-1
Knauer, H. A., Jakiela, P., Ozier, O., Aboud, F., & Fernald,
L. (2020). Enhancing Young Children’s
Language Acquisition through Parent-Child
Book-Sharing: A Randomized Trial in Rural
Kenya. Early Childhood Research Quarterly, 50,
-190.
https://doi.org/10.1016/j.ecresq.2019.01.002
Lowman, J., Stone, L. T., & Guo, J. (2018). Effects of
Interactive Book Reading for Increasing
Children’s Knowledge of Instructional Verbs.
Communication Disorders Quarterly, 39(4), 477-
https://doi.org/10.1177/1525740117745639
Impactos da Leitura Compartilhada no Desenvolvimento Linguístico na Educação Infantil - Revisão Sistemática
Signo [ISSN 1982-2014]. Santa Cruz do Sul, v. 49, n. 95, p. xx-xx, maio/ago. 2024.
http://online.unisc.br/seer/index.php/signo
McMahon-Morin, P., Rezzonico, S., Trudeau, N., &
Croteau, C. (2021). Interactive book-reading to
improve inferencing abilities in kindergarten
classrooms: A clinical project. Child Language
Teaching and Therapy, 37(1), 63-84.
https://doi.org/10.1177/0265659020974430
Miranda, A. C. A., Bettio, C. D. B., & Schmidt, A. (2020).
Word Teaching Strategies in Story Reading for
Preschool Children. Psico-USF, 25 (4), 671–683.
https://doi.org/10.1590/1413/82712020250407
Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J.
(2008). Added value of dialogic parent-child book
readings: A meta-analysis. Early Education and
Development, 19(1), 7-26.
https://doi.org/10.1080/10409280701838603
Mota, M. M. P. E. da, & Silva, C. L. M. da (Orgs.). (2023).
Ensino remoto na pandemia. Editora Appris.
Noble, C., Cameron-Faulkner, T., Jessop, A., Coates, A.,
Sawyer, H., Taylor-Ims, R., & Rowland, C. F.
(2020). The Impact of Interactive Shared Book
Reading on Children’s Language Skills: A
Randomized Controlled Trial. Journal of Speech,
Language, and Hearing Research, 63(6), 1878–
https://doi.org/10.1044/2020_JSLHR-19-
Okyay, O., & Kandir, A. (2021). The impact of interactive
storybook reading programme on scientific
vocabulary acquisition by children. Early Child
Development and Care, 191(13), 2067–2077.
https://doi.org/10.1080/03004430.2019.1685508
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I.,
Hoffmann, T. C., Mulrow, C. D., Shamseer, L.,
Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou,
R., Glanville, J., Grimshaw, J. M., Hróbjartsson,
A., Lalu, M. M., Li, T., Loder, E. W., Mayo-
Wilson, E., McDonald, S., … Moher, D. (2021).
The PRISMA 2020 statement: An updated
guideline for reporting systematic reviews.
Journal of Clinical Epidemiology, 134, 178–189.
https://doi.org/10.1016/j.jclinepi.2021.03.001
Pereira, A. E., Gabriel, R., & Justice, L. M. (2019). O
papel da formulação de questões durante a
leitura compartilhada de livros na educação
infantil. Ilha do Desterro, 72(3), 201-221.
https://dx.doi.org/10.5007/2175-
2019v72n3p201
Piasta, S. B., Petscher, Y., Justice, L. M., & Abramson, R.
(2018). Examining the benefits of an intervention
to promote phonological awareness: A multi-level
analysis. Early Childhood Research Quarterly,
, 113-127.
Read, K., Furay, E., & Zylstra, D. (2019). Using strategic
pauses during shared reading with preschoolers:
Time for prediction is better than time for
reflection when learning new words. First
Language, 39(5), 508-526.
https://doi.org/10.1177/0142723719846583
Sénéchal, M., & Lefevre, J. (2002). Parental involvement
in the development of children‘s reading skill: a
five-year longitudinal study. Child Development,
(2), 445–460. https://doi.org/10.1111/1467-
00417
Sénéchal, M. (2015). Young children’s home literacy
experiences. In A. Pollatsek, & R. Treiman
(Eds.), The Oxford Handbook of Reading (pp.
-414). Oxford University Press.
Sénéchal, M., Whissell, J., & Bildfell, A. (2017). Starting
from home: Home literacy practices that make a
difference. In K. Cain, D. L. Compton, & R. K.
Parrila (Eds.), Theories of Reading Development
(pp. 383-408). John Benjamins Publishing
Company. https://doi.org/10.1075/swll.15.22sen
Thomas, N., Colin, C., & Leybaert, J. (2019). Impact of
interactive reading intervention on narratives
skills on children with low socio-economic
background. European Early Childhood
Education Research Journal, 27(6), 837–859.
https://doi.org/10.1080/1350293X.2019.1678924
SILVA, C. L. M. et al.
Signo [ISSN 1982-2014]. Santa Cruz do Sul, v. 49, n. 95, p. xx-xx, maio/ago. 2024.
http://online.unisc.br/seer/index.php/signo
Thomas, N., Colin, C., & Leybaert, J. (2020). Interactive
Reading to Improve Language and Emergent
Literacy Skills of Preschool Children from Low
Socioeconomic and Language-Minority
Backgrounds. Early Childhood Education
Journal, 48, p. 549–560.
https://doi.org/10.1007/s10643-020-01022-y
van der Wilt, F., Boerma, I., van Oers, B., & van Der
Veen, C. (2019). The effect of three interactive
reading approaches on language ability: an
exploratory study in early childhood education.
European Early Childhood Education Research
Journal, 27(4), 566–580.
https://doi.org/10.1080/1350293X.2019.1634242
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A.
L., Smith, M., & Fischel, J. E. (1994). A picture
book reading intervention in day care and home
for children from low-income families.
Developmental Psychology, 30(5), 679-689.
Downloads
Published
How to Cite
Issue
Section
License
Authors publishing with Signo retain the copyright to their work, licensing it under the Creative Commons Attribution License which allows articles to be re-used and re-distributed without restriction, as long as the original work is correctly cited. Signo is owned by Associação Pró-Ensino em Santa Cruz do Sul and also hosts the Open Journal System plataform. Creative Commons Atribuição 4.0 Internacional.
