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The effects of shared book reading on language and literacy development of ESL/EFL learners: a multi-level meta-analysis.

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Title: The effects of shared book reading on language and literacy development of ESL/EFL learners: a multi-level meta-analysis.
Authors: Li, Lexi Xiaoduo1 (AUTHOR) lixd@gcu.edu.cn, Pang, Vanessa H. K.2 (AUTHOR)
Source: European Early Childhood Education Research Journal. Apr2026, Vol. 34 Issue 2, p306-323. 18p.
Subject Terms: *Children's language, *Literacy education, *Literacy, *Limited English-proficient students
Abstract: This meta-analysis examined the effects of shared book reading interventions on the language and literacy outcomes of children learning English as a second or foreign language (ESL/EFL). The analysis aimed to determine the short-term and long-term effects of these interventions, as well as to evaluating the moderating role of eight variables (outcome measure, outcome test, intervention strategy, control condition, duration of intervention, age, native language, and socioeconomic status) that may influence their impact. A three-level meta-analytic model was applied to 51 effect sizes from 13 studies involving 1857 children. Results indicated a medium to large short-term effect size (g =.49) and a non-significant small long-term effect size (g =.20), suggesting shared book reading positively influences language and literacy development, though effects may not persist. All eight moderating variables significantly influenced outcomes, highlighting the importance of considering these factors in intervention design. The study's findings underscore the short-term benefits of shared book reading, especially with interactive elements, and the need for future research to explore long-term impacts on the learning outcomes. This meta-analysis provides valuable insights for educators, advocating for interactive shared book reading to enhance language and literacy skills in ESL/EFL learners. [ABSTRACT FROM AUTHOR]
Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The effects of shared book reading on language and literacy development of ESL/EFL learners: a multi-level meta-analysis.
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  Data: <searchLink fieldCode="AR" term="%22Li%2C+Lexi+Xiaoduo%22">Li, Lexi Xiaoduo</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lixd@gcu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Pang%2C+Vanessa+H%2E+K%2E%22">Pang, Vanessa H. K.</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22European+Early+Childhood+Education+Research+Journal%22">European Early Childhood Education Research Journal</searchLink>. Apr2026, Vol. 34 Issue 2, p306-323. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Children's+language%22">Children's language</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This meta-analysis examined the effects of shared book reading interventions on the language and literacy outcomes of children learning English as a second or foreign language (ESL/EFL). The analysis aimed to determine the short-term and long-term effects of these interventions, as well as to evaluating the moderating role of eight variables (outcome measure, outcome test, intervention strategy, control condition, duration of intervention, age, native language, and socioeconomic status) that may influence their impact. A three-level meta-analytic model was applied to 51 effect sizes from 13 studies involving 1857 children. Results indicated a medium to large short-term effect size (g =.49) and a non-significant small long-term effect size (g =.20), suggesting shared book reading positively influences language and literacy development, though effects may not persist. All eight moderating variables significantly influenced outcomes, highlighting the importance of considering these factors in intervention design. The study's findings underscore the short-term benefits of shared book reading, especially with interactive elements, and the need for future research to explore long-term impacts on the learning outcomes. This meta-analysis provides valuable insights for educators, advocating for interactive shared book reading to enhance language and literacy skills in ESL/EFL learners. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1350293X.2025.2514768
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        Text: English
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        Type: general
      – SubjectFull: Literacy education
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      – SubjectFull: Literacy
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              Text: Apr2026
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