Christopher J Powers, Karen L Bierman, Donna L Coffman
Restrictive educational placements increase adolescent risks for students with early-starting conduct problems
Journal of child psychology and psychiatry, and allied disciplines
shared book reading thought positive impact young childrens language development shared reading interventions often run attempt boost childrens language skills however despite volume research area number issues remain outstanding current metaanalysis explored whether shared reading interventions equally effective across range study designs b across range different outcome variables c children different ses groups also explored potentially moderating effects intervention duration child age use dialogic reading techniques person delivering intervention mode intervention delivery results show effect shared reading language development effect smaller reported previous metaanalyses g 0194 p 002 also show effect moderated type control group used negligible studies active control groups g 0028 p 703 finally show significant effects differences outcome variable ps 286 socioeconomic status p 658 potential moderators ps 077 nonsignificant effects studies followups g 0139 p 200 basis results make number recommendations researchers educators design implementation future shared reading interventions