Purpose Research has indicated that interactive shared book reading can support a wide range of early language skills and that children who are read to regularly in the early years learn language faster, enter school with a larger vocabulary, and become more successful readers at school. Despite the large volume of research suggesting interactive shared reading is beneficial for language development, two fundamental issues remain outstanding: whether shared book reading interventions are equally effective (a) for children from all socioeconomic backgrounds and (b) for a range of language skills. Method To address these issues, we conducted a randomized controlled trial to investigate the effects of two 6-week interactive shared reading interventions on a range of language skills in children across the socioeconomic spectrum. One hundred and fifty children aged between 2;6 and 3;0 (years;months) were randomly assigned to one of three conditions: a pause reading, a dialogic reading, or an active shared reading control condition. Results The findings indicated that the interventions were effective at changing caregiver reading behaviors. However, the interventions did not boost children's language skills over and above the effect of an active reading control condition. There were also no effects of socioeconomic status. Conclusion This randomized controlled trial showed that caregivers from all socioeconomic backgrounds successfully adopted an interactive shared reading style. However, while the interventions were effective at increasing caregivers' use of interactive shared book reading behaviors, this did not have a significant impact on the children's language skills. The findings are discussed in terms of practical implications and future research. Supplemental Material https://doi.org/10.23641/asha.12420539

中文翻译：

---

互动共享书籍阅读对儿童语言技能的影响：随机对照试验

目的研究表明，互动共享书籍阅读可以支持广泛的早期语言技能，并且在早期经常阅读的孩子可以更快地学习语言，进入学校时拥有更多的词汇量，并在学校成为更成功的读者。尽管大量研究表明互动共享阅读有益于语言发展，但两个基本问题仍然悬而未决：共享书籍阅读干预措施是否对（a）来自所有社会经济背景的儿童和（b）对一系列语言技能同样有效。 方法为了解决这些问题，我们进行了一项随机对照试验，调查两次为期 6 周的互动共享阅读干预措施对不同社会经济阶层儿童的一系列语言技能的影响。一百五十名年龄在 2;6 至 3;0（岁；月）之间的儿童被随机分配到以下三种条件之一：暂停阅读、对话式阅读或主动共享阅读控制条件。 结果研究结果表明，干预措施可以有效改变看护者的阅读行为。然而，这些干预措施并没有使儿童的语言技能提高超过主动阅读控制条件的效果。社会经济地位也没有影响。 结论这项随机对照试验表明，来自不同社会经济背景的护理人员成功采用了互动共享阅读方式。然而，虽然干预措施有效地增加了看护者对互动共享书籍阅读行为的使用，但这并没有对儿童的语言技能产生显着影响。研究结果从实际意义和未来研究的角度进行了讨论。 补充材料 https://doi.org/10.23641/asha.12420539