The Effects of Shared Storybook Reading on Word Learning: A Meta-Analysis

Although an abundant literature documents preliterate children's word learning success from shared storybook reading, a full synthesis of the factors which moderate these word learning effects has been largely neglected. This meta-analysis included 38 studies with 2,455 children, reflecting 110...

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Bibliographic Details
Published in:Developmental psychology 2018-07, Vol.54 (7), p.1334-1346
Main Authors: Flack, Zoe M, Field, Andy P, Horst, Jessica S
Format: Article
Language:English
Subjects:
Age Differences
Dialogs (Language)
Effect Size
Human
Intelligence Tests
Language Acquisition
Language Processing
Language Tests
Learning
Learning Processes
Literature Reviews
Meta Analysis
Pretests Posttests
Reading
Reading Ability
Reading Aloud to Others
Research Reports
Story Reading
Verbal Ability
Vocabulary
Vocabulary Development
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Summary:Although an abundant literature documents preliterate children's word learning success from shared storybook reading, a full synthesis of the factors which moderate these word learning effects has been largely neglected. This meta-analysis included 38 studies with 2,455 children, reflecting 110 effect sizes, investigating how reading styles, story repetitions, tokens and related factors moderate children's word comprehension, while adjusting for the number of target words. Dialogic reading styles, tokens, and the number of words tested all moderated word learning effects. Children's age, who read the story, and time between story and test were not moderators. We identify story repetition and word types as topics which merit further research. These results provide information to guide researchers and educators alike to the factors with the greatest impact on improving word learning from shared storybook reading.
ISSN:0012-1649
1939-0599
DOI:10.1037/dev0000512