Parent-child reading to improve language development and school readiness: A systematic review and meta-analysis (Final report)
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Law, J., Charlton, J., McKean, C., Beyer, F., Fernandez-Garcia, C., Mashayekhi, A. & Rush, R. (2018) Parent-child reading to improve language development and school readiness: A systematic review and meta-analysis (Final report). Newcastle University & Queen Margaret University.
Executive Summary: What we know already - For a number of years now population studies have shown us that parental book reading is an important feature of what is sometimes called the child’s Home Learning Environment (HLE). Evidence suggests that the more parents read to their children and the more books there are in the child’s home, the better a child will perform in terms of their later academic and social performance. This then raises the question of whether it is possible to provide interventions that promote early reading and whether those effects last. There have been a number of reviews of the intervention literature, but these have included a mixture of different types of studies and ages of children and have a variety of different foci. In this report we carry out a narrowly constrained systematic review focusing specifically on book reading interventions carried out specifically by parents and carers with preschool children (up to the age of five years) and looking primarily at the impact of parent child reading interventions on expressive language (use of language to convey meaning to others) and receptive language (understanding the words and language of others) and pre-reading skills.This is the final published version of a report and research snapshot (summary) published in its final definitive form by Newcastle University and Queen Margaret University, 2018.Report for the Nuffield Foundation.