Related Experiment Video
Updated: Oct 18, 2025
14:43
Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
Published on: July 18, 2020
8.2K
Shared Interactive Book Reading Interventions for Young Children With Disabilities: A Systematic Review.
Jacqueline A Towson1, Yusuf Akemoglu2, Laci Watkins2
1School of Communication Sciences and Disorders, University of Central Florida, Orlando.
American Journal of Speech-Language Pathology
|September 29, 2021
Summary
Shared interactive book reading (SIBR) effectively boosts language skills in young children with developmental delays. This evidence-based practice shows positive impacts, particularly in expressive language development, supporting its use in early intervention.
Area of Science:
- Developmental Psychology
- Speech-Language Pathology
- Early Childhood Education
Background:
- Shared interactive book reading (SIBR) is an established practice for enhancing language development in children.
- Its efficacy for children with developmental disabilities or delays requires comprehensive review.
Purpose of the Study:
- To systematically review evidence on SIBR's impact on language skills in young children with developmental disabilities/delays.
- To analyze study characteristics, rigor, and effect sizes for language and literacy outcomes.
Main Methods:
- A systematic review of 23 peer-reviewed studies was conducted.
- Data extraction included participant characteristics, interventions, study design, and outcomes.
- Descriptive statistics and effect size calculations were used for analysis.
Main Results:
- Studies exhibited variability in descriptive characteristics.
- Three single-case and three group design studies met high rigor standards.
- SIBR demonstrated positive effects on language and communication, with significant impact on expressive language in group studies.
Conclusions:
- SIBR is a viable and effective intervention for improving language skills in young children with developmental disabilities or delays.
- Further research can refine SIBR protocols for specific populations.
Related Concept Videos
01:25Learning Disabilities
308
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Dyslexia
Dyslexia is a...
308
01:29Intellectual Disability
215
Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
215
01:19Autism Spectrum Disorder
486
Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
486