A meta-analysis, published in Review of Educational Research, examines how shared book reading affects the English language and literacy skills of young children learning English as an additional language (EAL)
Shared book reading involves an adult reading with one or more children, and is considered to be an effective practice for language and literacy development. It may also involve interactive practices such as dialogic reading techniques to engage children or reinforce specific ideas or words from the text.
For this meta-analysis, Lisa Fitton and colleagues identified 54 studies of shared reading interventions conducted in the US that met their inclusion criteria. The total number of participants across the studies was 3,989, with an average age of six.
Results revealed an overall positive effect of shared reading on EAL outcomes (effect size = +0.28). Children’s developmental status moderated this effect, with larger effect sizes found in studies including only typically developing children (+0.48) than in studies including only participants with developmental disorders (+0.17).
Source: Shared book reading interventions with English learners: a meta-analysis (October 2018), Review of Educational Research, volume: 88 issue: 5