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Acta Paediatr. 2019 Nov;108(11):1993-2000. doi: 10.1111/apa.14841. Epub 2019 Jun 9.

Dialogic reading vs screen exposure intervention is related to increased cognitive control in preschool-age children.

Author information

1
Educational Neuroimaging Center, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Haifa, Israel.
2
Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA.

Abstract

AIM:

Shared reading leads to better language and executive functions. This study was designed to examine the effect of dialogic reading compared to screen-exposed intervention on executive functions using behavioural and electroencephalogram measures.

METHODS:

The effect of six weeks of dialogic reading intervention on executive functions was examined in 16 children (seven females, 61.73 months, SD 7.07, min-max 50-170) vs 16 children exposed to screen (six females, 64.31 months, SD 64.31, min-max 52-74) recruited through posted ads in daycares in the north of Israel. Behavioural and attention/inhibition electroencephalogram tasks were used to assess the effects of intervention.

RESULTS:

Comparisons using t-test showed that the dialogic reading group demonstrated higher executive functions and language scores vs the screen-exposed group. Greater accuracy rates, shorter reaction times and a smaller gap between P300 amplitudes were found for the dialogic reading group compared to the screen group for the electroencephalogram task.

CONCLUSION:

Dialogic reading intervention is related to improved executive functions and language abilities compared to screen-based story-telling. Parents and teachers should consider employing this method in preschool children as a facilitator for future academic abilities.

KEYWORDS:

Children; Dialogic reading; Electroencephalogram; Literacy; Screen exposure

PMID:
31074876
DOI:
10.1111/apa.14841

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