Child disruptiveness moderates the effects of home book reading on oral language development

Brett Paul Laursen; Erika Christine Hoff; Aerdin Gaudree; Anders Højen; Dorthe Bleses

doi:10.1016/j.paid.2022.111763

Child disruptiveness moderates the effects of home book reading on oral language development

Brett Paul Laursen^*, Erika Christine Hoff, Aerdin Gaudree, Anders Højen, Dorthe Bleses

^*Corresponding author for this work

School of Communication and Culture - TrygFondens Centre for Child Research, CC

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaper › Journal article › Research › peer-review

2 Citations (Scopus)

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Abstract

Pediatricians recommend that parents read aloud to children, on the assumption that book reading during early childhood promotes language skills. However, it is not clear that children similarly profit from the practice, particularly those whose behavioral tendencies interfere with processes that leverage supportive environmental experiences into language gains. Participants in this two-wave longitudinal cohort study were 546 (282 boys, 264 girls) 4–5 year-olds enrolled in 24 population-based childcare centers in 13 municipalities across Denmark. Teachers administered standardized assessments of child language skills twice, approximately 6 months apart. At the outset, parents reported the frequency an adult read books to the child at home, and teachers assayed child conduct problems and hyperactivity. Results indicated that home book reading benefits were not uniformly distributed. Book reading predicted improvements in communication skills (β = 0.74) and language comprehension (β = 0.31), with the strongest effects for children with above average conduct problems (β = 0.88 to 1.72) and those with below average hyperactivity (β = 1.35).

Original language	English
Article number	111763
Journal	Personality and Individual Differences
Volume	196
Number of pages	6
ISSN	0191-8869
DOIs	https://doi.org/10.1016/j.paid.2022.111763
Publication status	Published - Oct 2022

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Child disruptiveness moderates the effects of home book reading on oral language developmentFinal published version, 490 KBLicence: CC BY

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title = "Child disruptiveness moderates the effects of home book reading on oral language development",

abstract = "Pediatricians recommend that parents read aloud to children, on the assumption that book reading during early childhood promotes language skills. However, it is not clear that children similarly profit from the practice, particularly those whose behavioral tendencies interfere with processes that leverage supportive environmental experiences into language gains. Participants in this two-wave longitudinal cohort study were 546 (282 boys, 264 girls) 4–5 year-olds enrolled in 24 population-based childcare centers in 13 municipalities across Denmark. Teachers administered standardized assessments of child language skills twice, approximately 6 months apart. At the outset, parents reported the frequency an adult read books to the child at home, and teachers assayed child conduct problems and hyperactivity. Results indicated that home book reading benefits were not uniformly distributed. Book reading predicted improvements in communication skills (β = 0.74) and language comprehension (β = 0.31), with the strongest effects for children with above average conduct problems (β = 0.88 to 1.72) and those with below average hyperactivity (β = 1.35).",

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Child disruptiveness moderates the effects of home book reading on oral language development. / Laursen, Brett Paul ; Hoff, Erika Christine; Gaudree, Aerdin et al.
In: Personality and Individual Differences, Vol. 196, 111763, 10.2022.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaper › Journal article › Research › peer-review

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T1 - Child disruptiveness moderates the effects of home book reading on oral language development

AU - Laursen, Brett Paul

AU - Hoff, Erika Christine

AU - Gaudree, Aerdin

AU - Højen, Anders

AU - Bleses, Dorthe

PY - 2022/10

Y1 - 2022/10

N2 - Pediatricians recommend that parents read aloud to children, on the assumption that book reading during early childhood promotes language skills. However, it is not clear that children similarly profit from the practice, particularly those whose behavioral tendencies interfere with processes that leverage supportive environmental experiences into language gains. Participants in this two-wave longitudinal cohort study were 546 (282 boys, 264 girls) 4–5 year-olds enrolled in 24 population-based childcare centers in 13 municipalities across Denmark. Teachers administered standardized assessments of child language skills twice, approximately 6 months apart. At the outset, parents reported the frequency an adult read books to the child at home, and teachers assayed child conduct problems and hyperactivity. Results indicated that home book reading benefits were not uniformly distributed. Book reading predicted improvements in communication skills (β = 0.74) and language comprehension (β = 0.31), with the strongest effects for children with above average conduct problems (β = 0.88 to 1.72) and those with below average hyperactivity (β = 1.35).

AB - Pediatricians recommend that parents read aloud to children, on the assumption that book reading during early childhood promotes language skills. However, it is not clear that children similarly profit from the practice, particularly those whose behavioral tendencies interfere with processes that leverage supportive environmental experiences into language gains. Participants in this two-wave longitudinal cohort study were 546 (282 boys, 264 girls) 4–5 year-olds enrolled in 24 population-based childcare centers in 13 municipalities across Denmark. Teachers administered standardized assessments of child language skills twice, approximately 6 months apart. At the outset, parents reported the frequency an adult read books to the child at home, and teachers assayed child conduct problems and hyperactivity. Results indicated that home book reading benefits were not uniformly distributed. Book reading predicted improvements in communication skills (β = 0.74) and language comprehension (β = 0.31), with the strongest effects for children with above average conduct problems (β = 0.88 to 1.72) and those with below average hyperactivity (β = 1.35).

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KW - sprogtilegnelse

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DO - 10.1016/j.paid.2022.111763

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JO - Personality and Individual Differences

JF - Personality and Individual Differences

M1 - 111763

ER -

Child disruptiveness moderates the effects of home book reading on oral language development

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