Promoting language and social communication development in babies through an early storybook reading intervention

Abstract

Purpose: This study examined the effectiveness of low- and high-intensity early storybook reading (ESR) intervention workshops delivered to parents for promoting their babies language and social communication development. These workshops educated parents on how to provide a stimulating home reading environment and engage in parent–child interactions during ESR.

Method: Parent–child dyads (n = 32); child age: 3–12 months, were assigned into two intervention conditions: low and high intensity (LI versus HI) groups. Both groups received the same ESR strategies; however, the HI group received additional intervention time, demonstrations and support. Outcome measures were assessed pre-intervention, one and three months post-intervention and when the child turned 2 years of age.

Result: A significant time–group interaction with increased performance in the HI group was observed for language scores immediately post-intervention (p = 0.007) and at 2-years-of-age (p = 0.022). Significantly higher broader social communication scores were associated with the HI group at each of the time points (p = 0.018, p = 0.001 and p = 0.021, respectively). Simple main effect revealed that both groups demonstrated a significant improvement in language, broader social communication and home reading practices scores.

Conclusions: ESR intervention workshops may promote language and broader social communication skills. The HI ESR intervention workshop was associated with significantly higher language and broader social communication scores.

Keywords:

• early storybook reading
• language development
• social communication
• babies and young children
• parent training workshops

Acknowledgements

We would like to thank the families who participated in this study as well as Pat Coope for her statistical expertise regarding the study design and Kathryn O’Leary for her assistance with reliability testing. David Trembath is supported by a NHMRC Early Career Fellowship (GNT1071811).

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Ethical approval

University of Canterbury Human Research Ethics: 2013/56/ERHEC, Griffith University [RHS/51/13/HREC] and Children’s Health Services Queensland: HREC/14/QRCH/42.