Martine van der Pluijm

38 Chapter 2 TABLE 2.1: Continued No. Reference Design n = Age child Type intervention Duration Education level % Language minorities % Bilingual Posttest Sign. Effects Effect size if sign. 12 Landry et al. (2008) Landry et al. (2012) Exp: Play and Learning Strategies for toddlers (PALS II) 1 control 166 2-3 Other home activities 15 weeks 100% HS and less 30% African 40% Hispanic 25% Caucasian 10% other Y Standardized tests (partly L1): 1. receptive vocabulary 2. composite language skills Amount of oral language child 3. use of words child 4. coordinating attention child and word use Child cooperation and engagement: 5. cooperation verbal/nonverbal 6. social engagement verbal/nonverbal 7. positive affect (nonverbal) Child cooperation during book reading 8. verbal responses 9. questions and requests 10. coordinating gestures with verbal behavior 11. social engagement (nonverbal) exp>con exp>con exp>con exp>con exp>con exp>con d =0.36 d =0.37 d =0.30 d =0.32 d =0.30 d =0.16 13 Levin & Aram (2012) Exp 1: SR, Exp 2: writing, Exp 3: visuo motor 1 control RA 124 4-5 1 group shared reading group / SR 2 groups other home activities 7 weeks Mixed* 0 NA Standardized test 1. receptive vocabulary, 2. productive vocabulary 3. word definitions Child participation 4. child-initiated dialogues immediate posttest Delayed posttest 5.child-initiated dialogues exp1>con, exp 2, exp3 14 Morgan & Goldstein (2004) 1 exp 5 3-4 Shared reading/ SR 24 weeks 100% HS and less 20% Caucasian 80% African American N Amount of oral language 1. decontextualized talk 2. preschool Language Assessment Instrument (PLAI) growth growth