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

Flack, Zoe M, Field, Andy P and Horst, Jessica S (2018) The effects of shared storybook reading on word learning: a meta-analysis. Developmental Psychology (1). ISSN 0012-1649

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Abstract

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

Item Type: Article
Keywords: word learning, vocabulary, shared storybook reading, meta-analysis, dialogic reading style
Schools and Departments: School of Psychology > Psychology
Depositing User: Ellena Adams
Date Deposited: 09 Jan 2018 12:55
Last Modified: 16 Apr 2018 10:01
URI: http://sro.sussex.ac.uk/id/eprint/72697

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