Efficacy of a dialogic book-sharing intervention in a South African birth cohort: a randomized controlled trial

Koopowitz, S.-M., Maré, K. T., Lake, M., du Plooy, C., Hoffman, N., Donald, K. A., Malcolm-Smith, S., Murray, L., Zar, H. J., Cooper, P. and Stein, D. J. (2024) Efficacy of a dialogic book-sharing intervention in a South African birth cohort: a randomized controlled trial. Comprehensive Psychiatry, 128. 152436. ISSN 1532-8384 doi: 10.1016/j.comppsych.2023.152436

Abstract/Summary

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. 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. 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). 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. retrospectively registered on 03/04/2022 PACTR202204697674974.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/114124
Identification Number/DOI	10.1016/j.comppsych.2023.152436
Refereed	Yes
Divisions	Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology Life Sciences > School of Psychology and Clinical Language Sciences > Psychopathology and Affective Neuroscience
Uncontrolled Keywords	Theory of mind, Parenting, Reading, Cognition, language
Publisher	Elsevier
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