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Dialogic reading vs screen exposure intervention is related to increased cognitive control in preschool-age children.
- Source :
- Acta Paediatrica; Nov2019, Vol. 108 Issue 11, p1993-2000, 8p
- Publication Year :
- 2019
-
Abstract
- <bold>Aim: </bold>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.<bold>Methods: </bold>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.<bold>Results: </bold>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.<bold>Conclusion: </bold>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. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 08035253
- Volume :
- 108
- Issue :
- 11
- Database :
- Complementary Index
- Journal :
- Acta Paediatrica
- Publication Type :
- Academic Journal
- Accession number :
- 139080766
- Full Text :
- https://doi.org/10.1111/apa.14841