Work

Shared book reading intervention for parents of infants and toddlers

Year: 2022

Type: article

Study designs: Randomized Controlled Trial, Clinical Trial

Abstract: Shared book reading is a well-established vehicle for promoting child language and early development. Yet, existing shared reading interventions have primarily included only children age 3 years and older and high quality dialogic strategies have been less systematically applied for infants and toddlers. To address this gap, we have developed a book-sharing intervention for parents of 12- to 36-month-olds. The current study evaluated acceptability/usability and preliminary efficacy of book-sharing intervention in a randomized controlled trial. Parent-child dyads were randomized to either 8-week book-sharing intervention (n=15) or wait list control (n=15). Parent book-sharing skills were assessed at baseline, post-intervention, and 2-month follow-up. Results indicated parents found the intervention highly acceptable and useful. Parents receiving intervention demonstrated significant improvement in book-sharing strategies compared to controls at post-intervention and 2-month follow-up. The current study provides evidence for the benefit of a brief, low intensity, targeted intervention to enhance parent book-sharing with infants and toddlers.

Source: Journal of Early Childhood Research

DOI: 10.1177/1476718x221091462

Authors: Brenda Salley, Debora Daniels, Corinne Walker, Kandace Fleming

Institutions: Children's Mercy Hospital, University of Kansas Medical Center, University of Kansas

Language: English

Topic: Language Development and Disorders

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

Open Access status: green

Funder: Eunice Kennedy Shriver National Institute of Child Health and Human Development

Awards: G2872962346, Visual Attention, Joint Attention and Emergent Language in Infancy, Kansas Intellectual and Developmental Disabilities Research Center (KIDDRC)