Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis

By Suzanne E. Mol, A. Bus, M. T. de Jong, D. Smeets. 2008

971 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4203c87e1e352c630779f63ac9398f100fefb6f6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. S. Neuman
2. L. Marulis
3. B. Wasik
4. Annemarie H. Hindman
5. Dorit Aram
6. A. Bus
7. Alison Sparks
8. I. Levin

In Education

1. S. Neuman
2. L. Marulis
3. Annemarie H. Hindman
4. B. Wasik
5. Dorit Aram
6. Elaine Reese
7. Alison Sparks
8. A. Bus

Citations in the corpus

• The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills. (2013, background): “These experimental or quasi-experimental interventions had positive, small-to-moderate effects on students’ overall vocabulary skills (d = 0.42; Mol et al., 2008).”
• The language of play: developing preschool vocabulary through play following shared book-reading (2018, background): “) Which approach to play is most effective for supporting such vocabulary development?”
• Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading (2010, result): “This finding was consistent with a recent meta-analysis by Mol and colleagues (Mol et al., 2008) that younger children profit more from shared book reading than older children.”
• Book reading and vocabulary development: A systematic review (2016, background): “To date, several meta-analyses have provided much insight nto the role that book reading plays in vocabulary develop- ent (Marulis & Neuman, 2010, 2013; Mol et al., 2008, 2009; carborough & Dobrich, 1994).”
• Embedding Mathematical Dialogue in Parent–Child Shared Book Reading: A Preliminary Investigation (2014, background): “Research in dialogic reading suggests that more interactive book reading leads to increases in child language (e.g., Arnold et al., 1994; Bingham, 2007; Mol et al., 2008; Senechal et al., 1995; Whitehurst et al., 1988), and, specific to math, parents’ use of number words appears to be related to chi”
• A Review of parent interventions for preschool children’s language and emergent literacy (2010, background): “The meta-analysis by Mol et al. (2008) indicated, however, that parentled dialogic reading interventions were not as effective for children from low-income families or for older preschoolers.”
• To read or not to read: a meta-analysis of print exposure from infancy to early adulthood. (2011, background): “Furthermore, caregivers may ask questions about pictures, difficult words, and story events, and give informative feedback on children’s answers during book sharing, boosting story comprehension and language development (e.g., Collins, 2010; De Temple & Snow, 2003; Mol, Bus, & de Jong, 2009; Mol et ”