The impact of dialogic book-sharing training on infant language and attention: A randomized controlled trial in a deprived South African community
Open accessAbstract
Background: Dialogic book‐sharing is an interactive form of shared reading. It has been shown in high income countries ( HIC s) to be of significant benefit to child cognitive development. Evidence for such benefit in low and middle income countries ( LMIC s) is scarce, although a feasibility study of our own produced encouraging findings. Accordingly, we aimed to establish the impact on child language and attention of providing training in dialogic booksharing to carers of infants in an impoverished South African community. Methods: We conducted a randomized controlled trial in Khayelitsha, an informal settlement in South Africa. Mothers of infants aged between 14 and 16 months were recruited and randomized to either 8 weeks of manualized training in dialogic book‐sharing or a no‐intervention control group. Independent assessments were made of infant language and attention at baseline and following training. The trial was registered ( ISRCTN 39953901). Results: Ninety one carer‐infant dyads were recruited and randomized to the intervention group ( n = 49) or the control group ( n = 42), 82 (90%) of whom were available for follow‐up assessments. On a standardized carer report of infant vocabulary, compared to those in the control group, carers who received the intervention reported a significantly greater increase in the number of words understood by their infants as well as a larger increase in the number of words that their infant understood and could vocalize. Intervention group children also showed substantially greater gains on a measure of sustained attention. Conclusions: In line with evidence from HIC s, a dialogic book‐sharing programme delivered to an impoverished South African sample was shown to be of considerable benefit to the development of child language and focussed attention. The training programme, which is simple and inexpensive to deliver, has the potential to benefit child cognitive development in LMIC contexts where such development is commonly compromised.
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In studies relying on parent-reported child language, blinding mattered because awareness of intervention status could skew answers.
“However, for studies that used parent self-report measures of child language (Cronan et al., 1996;Vally et al., 2015), blinding was a potentially important issue because knowledge of having received the intervention could have biased responses.”
From Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis (2020) · cites this paper as Vally et al., 2015
The Child language section says the study used mothers’ reports to measure child language. The Discussion raises a potential reporting problem: trained carers may have become more aware of their children’s linguistic abilities, rather than the children’s language having improved. It does not specifically attribute possible bias to carers’ knowledge of their intervention status. (LLM, conf=0.82)
Experimental — accuracy not yet measuredMany group programs included chances for parents to discuss home book-sharing experiences and barriers.
“Indeed, many of the group-based interventions incorporated opportunities for parents to share their experiences of book-sharing with their children at home as well as discuss perceived barriers and challenges they were experiencing (e.g.Vally et al., 2015;Weisleder et al., 2018).”
From Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis (2020) · cites this paper as Vally et al., 2015
The Training section (page unavailable) describes a group-based program with a 20-minute discussion about the book carers would take home, followed by encouragement to practise book-sharing daily. It does not say that carers were invited to share their experiences of book-sharing at home or discuss barriers and challenges. (LLM, conf=0.85)
Experimental — accuracy not yet measuredTwo studies in an impoverished urban South African township provided strong evidence for the efficacy of dialogic book-sharing in low- and middle-income settings.
“Most recently, two studies conducted in an impoverished urban South African township provided strong evidence for the efficacy of dialogic book-sharing in LMIC settings (Cooper et al., 2014;Vally, Murray, Tomlinson, & Cooper, 2015).”
From Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis (2020) · cites this paper as Vally, Murray, Tomlinson, & Cooper, 2015
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Shared book reading intervention for parents of infants and toddlers
Salley, B. J., Daniels, D. B., Walker, C., & Fleming, K. (2022) · Journal of Early Childhood Research · doi:10.1177/1476718x221091462 · Cited by 28 · see citing works
“Beyond language, theory and accumulating evidence demonstrate high quality shared reading yields broader benefits for enhancing child cognitive and attention skills (Salley et al., 2017; Vally et al., 2015; Whitehurst et al., 1994); social emotional outcomes (Murray et al.”
BackgroundMethodResultInfluentialDaniels, D. B., Salley, B. J., Walker, C., & Bridges, M. S. (2021) · Journal of Early Childhood Literacy · doi:10.1177/1468798420985668 · Cited by 28 · see citing works
“…Dickinson and Tabors, 2001; van Kleeck et al., 1997); (2) early attention regulation/cognitive skills (Fletcher et al., 2005; Salley et al., 2017; Vally et al., 2015); (3) social-emotional development/joint attention (CrainThoreson et al., 2001; Yont et al., 2003); and (4) preliteracy and school…”
BackgroundWeber, A. M., Diop, Y., Gillespie, D., Ratsifandrihamanana, L., & Darmstadt, G. L. (2021) · BMJ Global Health · doi:10.1136/bmjgh-2021-006218 · Cited by 27 · see citing works
Eccles, R., van der Linde, J., le Roux, M., Swanepoel, D. W., MacCutcheon, D., & Ljung, R. (2021) · The Australian Journal of Language and Literacy · doi:10.1007/bf03652064 · Cited by 28 · see citing works
“The pre-reading stage of development occurs from the ages of two to six years when children are exposed to literacy by listening to adults during shared book reading, demonstrating an interactionist perspective to literacy development (Hall et al., 2015; Nichols et al., 2008; Vally et al., 2015).”
BackgroundParents’ experiences in a home-based dialogic reading programme
Zevenbergen, A. A., Worth, S., Dretto, D., & Travers, K. (2016) · Early Child Development and Care · doi:10.1080/03004430.2016.1241775 · Cited by 26 · see citing works
“Studies revealing positive effects of dialogic reading have been conducted in many countries including the United States (e.g. Huebner & Meltzoff, 2005; Whitehurst et al., 1999), Canada (e.g. Hargrave & Sénéchal, 2000), Australia (e.g. Sim et al., 2014), China (e.g. Fung et al., 2005), and South Africa (Vally et al.,…”
BackgroundRCT of a reading aloud intervention in Brazil: Do impacts differ depending on parent literacy?
Mendelsohn, A. L., Piccolo, L. D. R., Oliveira, J. B. A. E., Mazzuchelli, D. S. R., Lopez, A. S., Cates, C. B., & Weisleder, A. (2020) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2020.07.004 · Cited by 31 · see citing works
Tomlinson, M., Skeen, S., Meléndez‐Torres, G. J., Hunt, X., Desmond, C., Morgan, B. E., Murray, L., Cooper, P., Rathod, S. D., Marlow, M., et al. (2021) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.13482 · Cited by 28 · see citing works
Self-citationBook-Sharing for Parenting and Child Development in South Africa: A Randomized Controlled Trial
Dowdall, N., Murray, L., Skeen, S., Marlow, M., Pascalis, L. D., Gardner, F. E. M., Tomlinson, M., & Cooper, P. (2021) · Child Development · doi:10.1111/cdev.13619 · Cited by 25 · see citing works
Self-citationPlay enhances visual form perception in infancy–an active training study
Schröder, E., Gredebäck, G., Gunnarsson, J., & Lindskog, M. (2019) · Developmental Science · doi:10.1111/desc.12923 · Cited by 25 · see citing works
“While reading to an infant, which caregivers are often encouraged to do, has positive effects on sustained attention and language development (Vally et al., 2015), our results instead stress the importance of play and exploration.”
Murray, L., Jennings, S., Perry, H., Andrews, M., Wilde, K. D., Newell, A., Mortimer, A., Phillips, E., Liu, X., Hughes, C. H., et al. (2022) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2022.07.008 · Cited by 24 · see citing works
Self-citationMartins, R. C., Machado, A. K. F., Shenderovich, Y., Soares, T. B., da Cruz, S. H., Altafim, E. R. P., Linhares, M. B. M., Barros, F. C., Santos, I. S., & Murray, J. (2020) · Children and Youth Services Review · doi:10.1016/j.childyouth.2020.105418 · Cited by 22 · see citing works
Skeen, S., Marlow, M., Toit, S. D., Meléndez‐Torres, G. J., Mudekunye, L., Mapalala, E., Ngoma, K., Ntanda, B. M., Maketha, M., Grieve, C. M., et al. (2023) · Digital Health · doi:10.1177/20552076231203893 · Cited by 22 · see citing works
Self-citationSocías, C. O., Brage, L. B., & Nevot-Caldentey, L. (2020) · Revista Latina de Comunicación Social · doi:10.4185/rlcs-2020-1475 · Cited by 21 · see citing works
Dowdall, N., Cooper, P., Tomlinson, M., Skeen, S., Gardner, F. E. M., & Murray, L. (2017) · Trials · doi:10.1186/s13063-017-1790-1 · Cited by 21 · see citing works
“The ECVT has been used successfully in other African contexts [57], as well as in our previous RCT [45, 46].”
InfluentialSelf-citationMurray, L., Jennings, S., Mortimer, A., Prout, A., Melhuish, E. C., Hughes, C. H., Duncan, J., Holmes, J., Dishington, C., & Cooper, P. (2018) · Trials · doi:10.1186/s13063-018-2700-x · Cited by 21 · see citing works
Self-citationLiteracy Promotion: An Essential Component of Primary Care Pediatric Practice: Technical Report
Klass, P., Mendelsohn, A. L., Hutton, J. S., Dunlap, M., Anderson, A. T., High, P. C., Navsaria, D., COUNCIL ON EARLY CHILDHOOD, Miller-Fitzwater, A., Roby, E., et al. (2024) · Pediatrics · doi:10.1542/peds.2024-069091 · Cited by 20 · see citing works
Dialogic Book-Sharing as a Privileged Intersubjective Space
Murray, L., Rayson, H., Ferrari, P., Wass, S. V., & Cooper, P. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.786991 · Cited by 19 · see citing works
“There is also evidence for a benefit of training parents in DBS on infant focal attention (Cooper et al., 2014; Vally et al., 2015), an important component of general cognitive processing (Smith, 2013) and a key predictor of scholastic functioning (McClelland et al.”
BackgroundSelf-citationEtkileşimli Okuma: Bir İçerik Analizi
Yurtbakan, E. (2020) · Ana Dili Eğitimi Dergisi · doi:10.16916/aded.642138 · Cited by 18 · see citing works
Draper, C. E., Howard, S. J., & Rochat, T. (2019) · Child Care Health and Development · doi:10.1111/cch.12714 · Cited by 18 · see citing works
Bayat, A., & Madyibi, S. (2022) · South African Journal of Childhood Education · doi:10.4102/sajce.v12i1.1055 · Cited by 17 · see citing works
Lingwood, J., Billington, J., & Rowland, C. (2020) · Journal of Research in Reading · doi:10.1111/1467-9817.12301 · Cited by 13 · see citing works
Book Sharing: In-home Strategy to Advance Early Child Development Globally
Zuckerman, B., Elansary, M., & Needlman, R. (2019) · Pediatrics · doi:10.1542/peds.2018-2033 · Cited by 16 · see citing works
“words and showed increased attention compared with children who receive no intervention.(23) As has been demonstrated by the Reach Out and Read program,(20) pediatricians can play a special role in these efforts by lending verbal support for community-based efforts, distributing books at health visits, providing examp…”
BackgroundRevisiting Dialogic Reading Strategies with 12-Month-Old Infants
Chang, C. S., Hsieh, F.-J., Chen, T.-Y., Wu, S. C., Tzeng, O. J. L., & Wang, S. (2022) · Early Childhood Education Journal · doi:10.1007/s10643-022-01385-4 · Cited by 16 · see citing works
“Despite the fact that DR was also suggested to be developmentally appropriate and recommended for infants and toddlers in previous studies (Cooper et al., 2014; Vally et al., 2015), little is known about DR strategies with parents and their children under the age of 2 years.”
BackgroundMethodInfluentialRoberts, K. J. S., Smith, C. J., Cluver, L. D., Toska, E., Jochim, J., Wittesaele, C., Marlow, M., & Sherr, L. (2022) · PLoS ONE · doi:10.1371/journal.pone.0275805 · Cited by 13 · see citing works
“High quality care and evidenced based programming such as, book sharing, have previously been found to improve child development outcomes, and offer an encouraging avenue for intervention [76].”
BackgroundZheng, Y., Li, D., Chen, Z., & Liu, G. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1030520 · Cited by 17 · see citing works
“, 2021), attention (Cooper et al., 2014; Vally et al., 2015), IQ, and working memory (Mendelsohn et al.”
BackgroundEarly Stimulation and Enhanced Preschool: A Randomized Trial
Meghir, C., Attanasio, O. P., Jervis, P., Day, M., Makkar, P., Behrman, J. R., Gupta, P., Pal, R., Phimister, A., Vernekar, N., et al. (2023) · PEDIATRICS · doi:10.1542/peds.2023-060221h · Cited by 13 · see citing works
Tomlinson, M., Marlow, M., Stewart, J., Makhetha, M., Sekotlo, T., Mohale, S., Lombard, C. J., Murray, L., Cooper, P., Morley, N., et al. (2023) · The Lancet HIV · doi:10.1016/s2352-3018(23)00265-5 · Cited by 13 · see citing works
Self-citationTabullo, Á., & Galvagno, L. G. G. (2021) · Journal of Children and Media · doi:10.1080/17482798.2021.1982742 · Cited by 13 · see citing works
Solís-Cordero, K., Marinho, P., de Camargo, P., Takey, S., Lerner, R., Ponczek, V., Filgueiras, A., Landeira-Fernández, J., & Fujimori, E. (2022) · Child & Youth Care Forum · doi:10.1007/s10566-022-09717-6 · Cited by 13 · see citing works
“Specifically, previous studies revealed a positive effect of short duration (approximately 8–12 weeks) parenting programs on child development outcomes (Kochanska et al., 2013; McGillion et al., 2017; Murray et al., 2016; Pontoppidan et al., 2016; Vally et al., 2015).”
BackgroundLee, E., & Carson, V. (2017) · Child Care Health and Development · doi:10.1111/cch.12491 · Cited by 13 · see citing works
Shared reading quality assessment by parental report: preliminary validation of the DialogPR
Hutton, J., Huang, G., Phelan, K. J., DeWitt, T. G., & Ittenbach, R. F. (2018) · BMC Pediatrics · doi:10.1186/s12887-018-1298-1 · Cited by 13 · see citing works
“Behavioral evidence suggests that this qualitative aspect of shared reading may confer moderate to large cognitive and social-emotional benefits beginning in infancy [27], especially for children from low-SES backgrounds [28, 29].”
BackgroundUsing Longitudinal Social Network Analysis to Evaluate a Community-Wide Parenting Intervention
Kleyn, L. M., Hewstone, M., Ward, C. L., & Wölfer, R. (2020) · Prevention Science · doi:10.1007/s11121-020-01184-6 · Cited by 12 · see citing works
Eccles, R., van der Linde, J., le Roux, M., Holloway, J., MacCutcheon, D., Ljung, R., & Swanepoel, D. W. (2021) · Language Speech and Hearing Services in Schools · doi:10.1044/2020_lshss-20-00032 · Cited by 12 · see citing works
Tomlinson, M., Skeen, S., Marlow, M., Cluver, L. D., Cooper, P., Murray, L., Mofokeng, S., Morley, N., Makhetha, M., Gordon, S. L., et al. (2016) · Trials · doi:10.1186/s13063-016-1658-9 · Cited by 13 · see citing works
“The ECCD component consists of caregiver training in sensitive “ book-sharing ” skills, designed to stimulates the child cognitively and encourage caregiver-child engagement [25, 26].”
InfluentialSelf-citationVally, Z., & Hichami, F. E. (2019) · Psychological Studies · doi:10.1007/s12646-019-00497-z · Cited by 11 · see citing works
Self-citationGalvagno, L. G. G. (2021) · International Journal of Educational Psychology · doi:10.17583/ijep.7307 · Cited by 11 · see citing works
“and surgency behaviors with a moderate to large effect size (Vally et al., 2015).”
BackgroundResultInfluentialLoredana, C., Trainini, A., Murray, L., Peter, C., Calza, S., & Belluardo, M. (2024) · Trials · doi:10.1186/s13063-024-08232-4 · Cited by 9 · see citing works
“A follow on full RCT study conducted in the same South African community with carer-infant dyads of 14–16-month-olds found the same benefits for child language and attention [60], as well as benefits to prosocial behaviour social awareness [49].”
BackgroundSelf-citationExploring the cognitive development of children born to adolescent mothers in South Africa
Roberts, K. J. S., Smith, C. J., Toska, E., Cluver, L. D., Wittesaele, C., Langwenya, N., Shenderovich, Y., Saal, W., Jochim, J., Chen‐Charles, J., et al. (2023) · Infant and Child Development · doi:10.1002/icd.2408 · Cited by 10 · see citing works
“High quality care and programmatic responses, such as book sharing have previously been found to improve child development outcomes, providing a promising avenue for intervention (Vally et al., 2015).”
BackgroundPunamäki, R., Vänskä, M., Quota, S. R., Perko, K., & Diab, S. Y. (2020) · Infant and Child Development · doi:10.1002/icd.2176 · Cited by 9 · see citing works
Parenting and Human Brain Development
Posner, M., & Rothbart, M. (2018) · Springer eBooks · doi:10.1007/978-3-319-94598-9_8 · Cited by 4 · see citing works
Murray, J., Martins, R. C., Greenland, M., da Cruz, S. H., Altafim, E. R. P., Arteche, A. X., Cooper, P., Domingues, M. R., González, A., Machado, A. K. F., et al. (2024) · Prevention Science · doi:10.1007/s11121-024-01698-3 · Cited by 8 · see citing works
“We evaluated the effects of ACT and DBS in Pelotas, Brazil where rates of violence are high (Murray et al., 2015), and the local government aimed to scale up these programmes as public policy.”
MethodResultSelf-citationHorowitz‐Kraus, T., Magaliff, L. S., & Schlaggar, B. L. (2023) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/23727322231217461 · Cited by 7 · see citing works
“The gains during DR from an early age positively in fl uence children ’ s development globally; one study from South Africa showed bene-fi ts to child language and attention after a DR intervention between guardians and their 1-year-old (Vally et al., 2015).”
BackgroundSchool-based delivery of a dialogic book sharing intervention: a feasibility study of Books Together
Williams, M. E., Owen, C., & Hutchings, J. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1304386 · Cited by 7 · see citing works
Early Parenting Interventions to Foster Human Capital in Developing Countries
Emmers, D., Carlos, J., Rozelle, S., & Sylvia, S. (2022) · Annual Review of Resource Economics · doi:10.1146/annurev-resource-111220-010215 · Cited by 7 · see citing works
Clackson, K., Wass, S. V., Georgieva, S., Brightman, L., Nutbrown, R., Almond, H., Bieluczyk, J., Carro, G., Dames, B. A. R., & Leong, V. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02661 · Cited by 7 · see citing works
The effect of a parental mHealth resource on language outcomes in 4- to 5-year-old children
Roux, E. W. L., Eccles, R., Abdoola, S., Graham, M. A., & van der Linde, J. (2022) · South African Journal of Childhood Education · doi:10.4102/sajce.v12i1.1026 · Cited by 8 · see citing works
A shared reading intervention: Changing perceptions of caregivers in a semi-rural township
Coetzee, T., Moonsamy, S., & Neille, J. (2023) · South African Journal of Communication Disorders · doi:10.4102/sajcd.v70i1.948 · Cited by 6 · see citing works
“International studies have highlighted the importance of parental involvement in the development of emergent literacy (e.g. Coetzee et al., 2021; Vally et al., 2015).”
InfluentialKoopowitz, S., Maré, K. T., Lake, M. T., du Plooy, C., Hoffman, N., Donald, K. A., Malcolm‐Smith, S., Murray, L., Zar, H. J., Cooper, P., et al. (2023) · Comprehensive Psychiatry · doi:10.1016/j.comppsych.2023.152436 · Cited by 9 · see citing works
“For example, in a sample of South African infants (between 14 and 16 months at baseline), the intervention group ( n = 49) exhibited medium increases in lexical production and a large increase of infant comprehension, relative to the control dyads ( n = 42) [6].”
BackgroundResultInfluentialSelf-citationGiraldo-Huertas, J. J., Sánchez, D. C., & Gutiérrez-Romero, M. F. (2023) · Revista Complutense de Educación · doi:10.5209/rced.77229 · Cited by 6 · see citing works
Morwane, R. E., Dada, S., & Bornman, J. (2019) · South African Journal of Education · doi:10.15700/saje.v39n2a1695 · Cited by 6 · see citing works
“…and impacts on future literacy skills for typically developing children from low resource backgrounds (Cooper et al., 2014; Murray et al., 2016; Vally et al., 2015; Whitehurst & Lonigan, 1998), it is hypothesised that an intervention strategy such as shared storybook reading can also be…”
BackgroundInfluentialExamining the impact of dialogic reading interventions with math picture books
Ergenekon, E., & Işıkoğlu, N. (2026) · Cognitive Development · doi:10.1016/j.cogdev.2026.101685 · Cited by 5 · see citing works
Forssman, L., & Gottwald, J. M. (2022) · Trials · doi:10.1186/s13063-022-06733-8 · Cited by 8 · see citing works
“These scaffolding techniques were child-centered and highlighted the importance of following the child’s lead, such as emphasizing stimuli to which child attends, using repetition, linking the book’s content to the child’s world, and helping the child to stay on task [37, 39, 40].”
BackgroundMethodBergström, E., Bratt, A. S., & Svensson, I. (2024) · Child Language Teaching and Therapy · doi:10.1177/02656590241250234 · Cited by 6 · see citing works
“To the authors ’ knowledge, only a few studies on the effectiveness of dialogic reading have focused on children under the age of two (Chang et al., 2022; Cooper et al., 2014; Murray et al., 2016; Vally et al., 2015).”
The effect of mHealth and conventional awareness campaigns on caregivers’ developmental literacy
Brown, C., Eccles, R., Graham, M. A., & van der Linde, J. (2020) · Early Child Development and Care · doi:10.1080/03004430.2020.1728530 · Cited by 5 · see citing works
Crosh, C. C., Hutton, J., Szumlas, G. A., Xu, Y. Y., Beck, A. F., & Riley, C. L. (2022) · The International Journal of Information Diversity & Inclusion (IJIDI) · doi:10.33137/ijidi.v6i4.38127 · Cited by 5 · see citing works
Thomas, K. J., Mangino, A. A., & Walker, S. J. (2022) · Journal of Child and Family Studies · doi:10.1007/s10826-022-02334-w · Cited by 5 · see citing works
Parental Scaffolding during Book-Sharing Predicts Child General Intelligence
Duncan, J., Phillips, E., Mitchell, D. J., Cooper, P., & Murray, L. (2023) · Psychonomic Bulletin & Review · doi:10.3758/s13423-023-02262-w · Cited by 5 · see citing works
“Sustained attention , using the Early Child Vigilance Task (ECVT; Goldman et al., 2004; Vally et al., 2015).”
Self-citationCubillos, M., & Gerias, M. (2024) · Early Childhood Education Journal · doi:10.1007/s10643-024-01750-5 · Cited by 5 · see citing works
“Other research suggests that dialogic reading can significantly improve parent–child relationships (Ganotice et al., 2017) and child care (Vally et al., 2015).”
TRAVMA BİLGİLİ KORUYUCU AİLE SİSTEMİ
ŞİMŞEK, Z. (2024) · Sosyal Politika ve Sosyal Hizmet Çalışmaları Dergisi · doi:10.61861/spshcd.1379735 · Cited by 4 · see citing works
Bosire, J. P. O., & Johnson, V. J. (2024) · Journal of Research in Childhood Education · doi:10.1080/02568543.2024.2373312 · Cited by 5 · see citing works
Erkel, M. K., del Pino, V. F. A., & Bayer, A. M. (2019) · Early Childhood Education Journal · doi:10.1007/s10643-019-00954-4 · Cited by 4 · see citing works
Supporting Children’s Literacy Learning in Low- and Middle-income Countries through M-learning
Oakley, G., & Imtinan, U. (2018) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-78714-879-620181010 · Cited by 4 · see citing works
Developmental Psychology: How Social Context Influences Infants’ Attention
Wass, S. V., & Leong, V. (2016) · Current Biology · doi:10.1016/j.cub.2016.03.051 · Cited by 3 · see citing works
Hoping and Caregiving in Adversity: Ithemba Hope for Parents Study
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Bilingual Children: Active Language Learners as Language Brokers
Troseth, G. L., Mancilla-Martinez, J., & Flores, I. (2018) · Springer eBooks · doi:10.1007/978-3-319-77182-3_13 · Cited by 2 · see citing works
Implementing Parenting and Preschool Programmes
Clarke, A. M. (2019) · Springer eBooks · doi:10.1007/978-3-030-23455-3_9 · Cited by 3 · see citing works
- Authors
- Vally, Z., Murray, L., Tomlinson, M., & Cooper, P. J.
- Affiliations
- University of Reading (GB)
- Stellenbosch University (ZA)
- Corresponding author
- Cooper, Peter J.
- Venue
- Journal of Child Psychology and Psychiatry
- Publisher
- Wiley
- Published
- 2014-11-17
- Volume
- 56
- Issue
- 8
- Pages
- 865-873
- ISSN
- 0021-9630 (ISSN-L)
- 1469-7610
- PMC
- PMC4552334
- OpenAlex
- W1987541175
- Semantic Scholar
- 31891e8249210a986b642b0bf683fc1944537c63
- Cited by
- 148
- References
- 33
- Citations by year
- 2026: 7 · 2025: 10 · 2024: 16 · 2023: 14 · 2022: 20 · 2021: 15 · 2020: 15 · 2019: 19 · 2018: 11 · 2017: 9 · 2016: 8 · 2015: 4
- FWCI
- 16.42
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Child Psychology and Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- CentAUR (University of Reading) (submittedVersion)
- Funders
- DG Murray Trust
- Nick Robinson of Constable-Robinson Publishing
- Felix Foundation Scholarship
- National Research Foundation (NRF) of South Africa
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- shared reading, infant language development, infant vocabulary, sustained attention, carer training, low- and middle-income countries, informal settlements, child cognitive development, poverty, Khayelitsha
- MeSH terms
- Adult, Attention, Books, Child Development, Feasibility Studies, Female, Follow-Up Studies, Humans, Infant, Language, Language Development, Male, Mothers, Poverty, Reading, South Africa
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