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The effects of shared storybook reading on word learning: a meta-analysis

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posted on 2023-06-09, 11:29 authored by Zoe M Flack, Andy FieldAndy Field, Jessica HorstJessica Horst
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

History

Publication status

  • Published

File Version

  • Accepted version

Journal

Developmental Psychology

ISSN

0012-1649

Publisher

American Psychological Association

Issue

1

Department affiliated with

  • Psychology Publications

Full text available

  • Yes

Peer reviewed?

  • Yes

Legacy Posted Date

2018-01-09

First Open Access (FOA) Date

2018-01-09

First Compliant Deposit (FCD) Date

2018-01-09

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