1. Efficacy of a dialogic book-sharing intervention in a South African birth cohort: A randomized controlled trial
- Author
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Sheri-Michelle Koopowitz, Karen Thea Maré, Marilyn Lake, Christopher du Plooy, Nadia Hoffman, Kirsten A. Donald, Susan Malcolm-Smith, Lynne Murray, Heather J. Zar, Peter Cooper, and Dan J. Stein
- Subjects
Parenting ,language ,Reading ,Cognition ,Theory of mind ,Psychiatry ,RC435-571 - Abstract
Objective: Evidence shows that dialogic book-sharing improves language development in young children in low-middle income countries (LMICs), particularly receptive and expressive language. It is unclear whether this intervention also boosts development of other neurocognitive and socio-emotional domains in children. Using a randomized controlled trial (RCT) nested in the Drakenstein Child Health Study (DCHS), a book-sharing intervention was implemented in caregivers of 3.5-year-old preschool children living in low-income South African communities. Methods: 122 Caregivers and their children (mean age 3.5 years) were randomly assigned to an intervention group (n = 61) or waitlist control group (n = 61). A neurocognitive battery determined baseline receptive and expressive language, executive function, theory of mind, and behavior scores. Results: No differences were observed between intervention and control groups on receptive and expressive language, or any of the neurocognitive or socio-emotional measures from baseline (3.5 years) to 4 months post-intervention administration (4 years). Conclusion: The benefits noted in prior literature of book-sharing in infants did not appear to be demonstrated at 4 months post-intervention, in children from 3.5 to 4 years of age. This suggests the importance of early intervention and emphasizes the need for further research on adaptation of book-sharing for older participants in a South African context.Trial registration: retrospectively registered on 03/04/2022 PACTR202204697674974.
- Published
- 2024
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