Child age, caregiver education and country income level do not moderate book-sharing intervention effects on child language¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? No clear evidence that child age or caregiver education moderated effects on expressive or receptive language, and no evidence that country income level moderated effects on receptive language. → Dowdall 2020

Evidence¶

Dowdall 2020¶

Dowdall, N., Melendez-Torres, G. J., Murray, L., Gardiner, F., Harrtford, L. & Cooper, P.J. (2020). Shared picture book reading interventions for child language development: a systematic review and meta-analysis. Child Development, 91(2). https://doi.org/10.1111/cdev.13225

q3 · i? · quant-synthesis · r3

Pre-specified subgroup meta-regression analyses across the included RCTs, with age dichotomized at 36 months, education dichotomized at majority tertiary, and HIC vs LMIC. All three moderator tests were non-significant; continuous-age analyses were similarly non-significant.

"There was no clear evidence that child age or caregiver education moderated the effect of the intervention on either expressive or receptive language outcomes, and there was no evidence that country income level moderated the effect of the intervention on receptive language."

Discussion¶

Learner Variables¶

• Oral Language — outcome: instruction changes it

Related Claims¶

• Book-sharing interventions produce a large improvement in caregiver book-sharing competence (d=1.01) — related
• Improvements in caregiver book-sharing behaviour mediate the intervention's impact on child language (one mediation analysis) — related
• Intervention dosage moderates child language outcomes: brief interventions under 60 minutes show no significant effect — related
• Caregiver-directed shared book-reading interventions have a small positive effect on child receptive language (d=0.26) — related
• Dialogic Reading Improves Language Outcomes — related
• Joint Book Reading Predicts Literacy Success — related
• Group-based delivery is associated with more improvement in child language than individually delivered interventions — related
• Parent Involvement Improves Early Reading — related
• Interventions were effective across all child and adolescent age groups, with no particular age group in which interventions were most effective. — related
• Cognitive control mechanisms do not moderate the beneficial effects of book exposure on early literacy outcomes
• The bullying-achievement and mediation associations are moderated by design, assessment method, country, age and bullying type
• Level of implementation moderates Dialogic Reading's effects on children's oral language — related