Shared Book Reading in Preschool Supports Bilingual Children's Second-Language Learning: A Cluster-Randomized Trial

Area of Science:

• Early Childhood Education
• Second Language Acquisition
• Developmental Psychology

Background:

• Dual language learners (DLLs) require effective language support in early education settings.
• Preschool-aged children acquiring a second language benefit from targeted interventions.
• Understanding the impact of shared reading on DLLs' cognitive and linguistic development is crucial.

Purpose of the Study:

• To evaluate the effectiveness of a book-based language intervention for DLLs in Norway.
• To assess the intervention's impact on second-language skills (vocabulary, grammar).
• To investigate the program's influence on children's perspective-taking and emotional understanding.

Main Methods:

• A cluster-randomized controlled study involving 464 DLLs aged 3-5 years across 123 classrooms.
• Intervention group received a researcher-developed, shared reading program in school and at home.
• Control group did not receive the specific intervention.

Main Results:

• Significant positive impacts on second-language skills, with effect sizes ranging from d = .25 to .66.
• Improvements observed in both second-language vocabulary and grammar acquisition.
• The intervention positively affected children's ability to shift perspectives and understand others' emotions.

Conclusions:

• Book-based shared reading interventions are effective in enhancing second-language acquisition in young DLLs.
• The intervention demonstrated broader benefits, improving socio-emotional skills like perspective-taking.
• This approach offers a valuable model for supporting DLLs in early childhood education.