Educational Neuroimaging Center, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Haifa, Israel.
Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA.
Acta Paediatr. 2019 Nov;108(11):1993-2000. doi: 10.1111/apa.14841. Epub 2019 Jun 9.
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.
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.
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.
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.
共享阅读可以提高语言和执行功能。本研究旨在通过行为和脑电图测量，比较对话阅读与屏幕暴露干预对执行功能的影响。
通过在以色列北部的日托中心张贴广告，招募了 16 名儿童（7 名女性，61.73 个月，标准差 7.07，最小-最大 50-170）进行为期六周的对话阅读干预，以检查其对执行功能的影响。实验组 16 名儿童接受对话阅读干预，对照组 16 名儿童接受屏幕暴露干预。使用行为和注意/抑制脑电图任务来评估干预效果。
使用 t 检验进行比较发现，与屏幕暴露组相比，对话阅读组的执行功能和语言得分更高。与屏幕组相比，对话阅读组在脑电图任务中表现出更高的准确率、更短的反应时间和更小的 P300 振幅差距。
与基于屏幕的讲故事相比，对话阅读干预与提高执行功能和语言能力有关。家长和教师应该考虑在学龄前儿童中采用这种方法，作为未来学术能力的促进者。
