Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language

TLDR

Further research is needed to disentangle how interactive reading affects children’s print knowledge and how to transfer intervention effects to teachers. This meta‑analysis examines to what extent interactive storybook reading stimulates vocabulary and print knowledge. The authors quantitatively reviewed 31 (quasi) experiments involving 2,049 children in which educators were trained to encourage active participation before, during, and after joint book reading. The meta‑analysis found a moderate effect on oral language skills, a 7 % contribution to kindergarten alphabetic knowledge, and that experimental results were not replicated in natural classroom settings.

Abstract

This meta-analysis examines to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors quantitatively reviewed 31 (quasi) experiments ( n = 2,049 children) in which educators were trained to encourage children to be actively involved before, during, and after joint book reading. A moderate effect size was found for oral language skills, implying that both quality of book reading in classrooms and frequency are important. Although teaching print-related skills is not part of interactive reading programs, 7% of the variance in kindergarten children’s alphabetic knowledge could be attributed to the intervention. The study also shows that findings with experimenters were simply not replicable in a natural classroom setting. Further research is needed to disentangle the processes that explain the effects of interactive reading on children’s print knowledge and the strategies that may help transfer intervention effects from researchers to children’s own teachers.