Martine van der Pluijm

36 Chapter 2 TABLE 2.1: Selected studies, interventions and reported effect sizes No. Reference Design n = Age child Type intervention Duration Education level % Language minorities % Bilingual Posttest Sign. Effects Effect size if sign. 1 Aram et al. (2013) 1 exp 1 con RA 58 4-5 Shared reading/ SR 4 weeks 34.6% >HS 66.4% HS and less 0 NA Curriculum dependent tests 1. references to book’s plot 2. references to socio-cognitive terms 3. child’s use of mental terms exp>con exp>con es=0.24 es=0.18 2 Blom Hofman et al. (2006) 1 exp 1 con RA 18 3-5 Shared reading/ DR 12 weeks 75% > HS 25% HS and less NR NR Amount of oral language 1. number of verbalizations during task Delayed test 2. number of verbalizations during task exp>con exp>con. d = 0.78 d = 1.26 3 Boland et al. (2003) 1 exp 1 con RA 39 2-4 Other home activities 1 week 100% >HS* NR NR Curriculum dependent tests 1. interview (open answers) 2. correct response to y/n feature questions 3. correct response to event consistent features Delayed test after 3 weeks: Curriculum dependent tests 4. interview (open answers) 5. correct response to y/n feature questions 6. correct response to event consistent features exp>con exp>con 4 Boyce et al. (2010) 1 exp 1 con RA 75 2-5 Other home activities 5-10 weeks 100% HS and less 98% Hispanic Y Amount of oral language L1 1. oral language production 2. diversity of words exp>con exp>con pes= 0.10 pes= 0.07 5 Brannon et al. (2012) 1 exp 1 con NRA 40 3-5 Shared reading/ SR 10 weeks 25%> HS 75% HS and less 75% Hispanic Y Amount oral language 1. number of phrases spoken 2. percentage of child participation in conversation exp>con exp>con 6 Brickman (2002) 1 exp 1 con NRA 31 3-5 Shared reading/ DR 6 weeks 100% HS and less 100% Hispanic Y Standardized test English L2 1. receptive vocabulary Amount of oral language L1 1. number of words 3. number of sentences 4. mean length utterance Amount of participation 5. amount of turn-taking con>exp