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Article: Psychosocial Effects of Parent-Child Book Reading Interventions: A Meta-analysis

TitlePsychosocial Effects of Parent-Child Book Reading Interventions: A Meta-analysis
Authors
Issue Date2018
PublisherAmerican Academy of Pediatrics. The Journal's web site is located at http://pediatrics.aappublications.org/
Citation
Pediatrics, 2018, v. 141 n. 4, article no. e20172675 How to Cite?
AbstractParent-child book reading (PCBR) is effective at improving young children's language, literacy, brain, and cognitive development. The psychosocial effects of PCBR interventions are unclear. To systematically review and synthesize the effects of PCBR interventions on psychosocial functioning of children and parents. We searched ERIC, PsycINFO, Medline, Embase, PubMed, Applied Social Sciences Index and Abstracts, Social Services Abstracts, Sociological Abstracts, Family and Society Studies Worldwide, and Social Work Abstracts. We hand searched references of previous literature reviews. Randomized controlled trials. By using a standardized coding scheme, data were extracted regarding sample, intervention, and study characteristics. We included 19 interventions (3264 families). PCBR interventions improved the psychosocial functioning of children and parents compared with controls (standardized mean difference: 0.185; 95% confidence interval: 0.077 to 0.293). The assumption of homogeneity was rejected ( = 40.010; < .01). Two moderator variables contributed to between-group variance: method of data collection (observation less than interview; = 7.497; < .01) and rater (reported by others less than self-reported; = 21.368; < .01). There was no significant difference between effects of PCBR interventions on psychosocial outcomes of parents or children ( = 0.376; = .540). The ratio of moderating variables to the included studies limited interpretation of the findings. PCBR interventions are positively and significantly beneficial to the psychosocial functioning of both children and parents.
Persistent Identifierhttp://hdl.handle.net/10722/260330
ISSN
2017 Impact Factor: 5.515
2015 SCImago Journal Rankings: 3.226
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorXIE, Q-
dc.contributor.authorChan, CHY-
dc.contributor.authorJi, QY-
dc.contributor.authorChan, CLW-
dc.date.accessioned2018-09-14T08:39:52Z-
dc.date.available2018-09-14T08:39:52Z-
dc.date.issued2018-
dc.identifier.citationPediatrics, 2018, v. 141 n. 4, article no. e20172675-
dc.identifier.issn0031-4005-
dc.identifier.urihttp://hdl.handle.net/10722/260330-
dc.description.abstractParent-child book reading (PCBR) is effective at improving young children's language, literacy, brain, and cognitive development. The psychosocial effects of PCBR interventions are unclear. To systematically review and synthesize the effects of PCBR interventions on psychosocial functioning of children and parents. We searched ERIC, PsycINFO, Medline, Embase, PubMed, Applied Social Sciences Index and Abstracts, Social Services Abstracts, Sociological Abstracts, Family and Society Studies Worldwide, and Social Work Abstracts. We hand searched references of previous literature reviews. Randomized controlled trials. By using a standardized coding scheme, data were extracted regarding sample, intervention, and study characteristics. We included 19 interventions (3264 families). PCBR interventions improved the psychosocial functioning of children and parents compared with controls (standardized mean difference: 0.185; 95% confidence interval: 0.077 to 0.293). The assumption of homogeneity was rejected ( = 40.010; < .01). Two moderator variables contributed to between-group variance: method of data collection (observation less than interview; = 7.497; < .01) and rater (reported by others less than self-reported; = 21.368; < .01). There was no significant difference between effects of PCBR interventions on psychosocial outcomes of parents or children ( = 0.376; = .540). The ratio of moderating variables to the included studies limited interpretation of the findings. PCBR interventions are positively and significantly beneficial to the psychosocial functioning of both children and parents.-
dc.languageeng-
dc.publisherAmerican Academy of Pediatrics. The Journal's web site is located at http://pediatrics.aappublications.org/-
dc.relation.ispartofPediatrics-
dc.titlePsychosocial Effects of Parent-Child Book Reading Interventions: A Meta-analysis-
dc.typeArticle-
dc.identifier.emailChan, CHY: chancelia@hku.hk-
dc.identifier.emailChan, CLW: cecichan@hku.hk-
dc.identifier.authorityChan, CHY=rp00498-
dc.identifier.authorityChan, CLW=rp00579-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1542/peds.2017-2675-
dc.identifier.hkuros291686-
dc.identifier.volume141-
dc.identifier.issue4-
dc.identifier.spagearticle no. e20172675-
dc.identifier.epagearticle no. e20172675-
dc.identifier.isiWOS:000429276200018-
dc.publisher.placeUnited States-

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