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An Interactive Shared Reading Intervention Designed for Preverbal Infants: A Feasibility Study Exploring Early Language and Cognitive Development

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Title: An Interactive Shared Reading Intervention Designed for Preverbal Infants: A Feasibility Study Exploring Early Language and Cognitive Development
Language: English
Authors: Emma Bergström (ORCID 0000-0002-3040-655X), Anna Sofia Bratt, Idor Svensson
Source: Child Language Teaching and Therapy. 2024 40(3):222-237.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Infants, Language Acquisition, Early Reading, Cognitive Processes, Parent Child Relationship, Verbal Development, Reading Aloud to Others, Reading Strategies, Program Effectiveness
Geographic Terms: Sweden
DOI: 10.1177/02656590241250234
ISSN: 0265-6590
1477-0865
Abstract: Creating an environment suitable for language acquisition through shared reading significantly contributes to improving a child's language development and parent-child relationship. Reading in an interactive way, such as dialogic reading, is favorable. Nevertheless, dialogic reading is designed for children above the age of two and shared reading is recommended to start during the child's first year. The present study aimed to explore the feasibility of an interactive shared reading intervention, inspired by dialogic reading, where the reading techniques were designed to complement infants' preverbal developmental level. The study further intended to explore its preliminary effect on infants' cognitive and language development. Eleven parent-infant dyads participated, bi-monthly, in four in-depth intervention sessions where the shared reading techniques were modeled. Between sessions, parents and infants engaged in shared reading using these techniques. Post-intervention interviews served to reflect the feasibility of the intervention. Infant cognitive and language assessments were conducted pre- and post-intervention using BAYLEY-III and CSBS DP ITC. Favorable results regarding feasibility and infant language development were found, however, for cognitive development the results were non-significant. We discuss clinical considerations and the scope for conducting future studies.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1449145
Database: ERIC
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  Data: An Interactive Shared Reading Intervention Designed for Preverbal Infants: A Feasibility Study Exploring Early Language and Cognitive Development
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  Data: <searchLink fieldCode="AR" term="%22Emma+Bergström%22">Emma Bergström</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3040-655X">0000-0002-3040-655X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+Sofia+Bratt%22">Anna Sofia Bratt</searchLink><br /><searchLink fieldCode="AR" term="%22Idor+Svensson%22">Idor Svensson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Child+Language+Teaching+and+Therapy%22"><i>Child Language Teaching and Therapy</i></searchLink>. 2024 40(3):222-237.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Infants%22">Infants</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Reading%22">Early Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Development%22">Verbal Development</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Aloud+to+Others%22">Reading Aloud to Others</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
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  Data: 10.1177/02656590241250234
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  Data: 0265-6590<br />1477-0865
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  Data: Creating an environment suitable for language acquisition through shared reading significantly contributes to improving a child's language development and parent-child relationship. Reading in an interactive way, such as dialogic reading, is favorable. Nevertheless, dialogic reading is designed for children above the age of two and shared reading is recommended to start during the child's first year. The present study aimed to explore the feasibility of an interactive shared reading intervention, inspired by dialogic reading, where the reading techniques were designed to complement infants' preverbal developmental level. The study further intended to explore its preliminary effect on infants' cognitive and language development. Eleven parent-infant dyads participated, bi-monthly, in four in-depth intervention sessions where the shared reading techniques were modeled. Between sessions, parents and infants engaged in shared reading using these techniques. Post-intervention interviews served to reflect the feasibility of the intervention. Infant cognitive and language assessments were conducted pre- and post-intervention using BAYLEY-III and CSBS DP ITC. Favorable results regarding feasibility and infant language development were found, however, for cognitive development the results were non-significant. We discuss clinical considerations and the scope for conducting future studies.
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        Value: 10.1177/02656590241250234
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 222
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Infants
        Type: general
      – SubjectFull: Language Acquisition
        Type: general
      – SubjectFull: Early Reading
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Parent Child Relationship
        Type: general
      – SubjectFull: Verbal Development
        Type: general
      – SubjectFull: Reading Aloud to Others
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      – SubjectFull: Reading Strategies
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      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Sweden
        Type: general
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      – TitleFull: An Interactive Shared Reading Intervention Designed for Preverbal Infants: A Feasibility Study Exploring Early Language and Cognitive Development
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            NameFull: Idor Svensson
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              Type: published
              Y: 2024
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