Promoting language and social communication development in babies through an early storybook reading intervention

This study examined the effectiveness of low- and high-intensity early storybook reading (ESR) intervention
workshops delivered to parents for promoting their babies language and social communication development. These
workshops educated parents on how to provide a stimulating home reading environment and engage in parent–child
interactions during ESR.
Method: Parent–child dyads (n¼32); child age: 3–12 months, were assigned into two intervention conditions: low and high
intensity (LI versus HI) groups. Both groups received the same ESR strategies; however, the HI group received additional
intervention time, demonstrations and support. Outcome measures were assessed pre-intervention, one and three months
post-intervention and when the child turned 2 years of age.
Result: A significant time–group interaction with increased performance in the HI group was observed for language scores
immediately post-intervention (p¼0.007) and at 2-years-of-age (p¼0.022). Significantly higher broader social communication
scores were associated with the HI group at each of the time points (p¼0.018, p¼0.001 and p¼0.021,
respectively). Simple main effect revealed that both groups demonstrated a significant improvement in language, broader
social communication and home reading practices scores.
Conclusions: ESR intervention workshops may promote language and broader social communication skills. The HI ESR
intervention workshop was associated with significantly higher language and broader social communication scores.