Efficacy of a dialogic book-sharing intervention in a South African birth cohort: A randomized controlled trial

Objective: Evidence shows that dialogic book-sharing improves language development in young children in lowmiddle income countries (LMICs), particularly receptive and expressive language. It is unclear whether this intervention also boosts development of other neurocognitive and socio-emotional domains in children. Using a randomized controlled trial (RCT) nested in the Drakenstein Child Health Study (DCHS), a book-sharing intervention was implemented in caregivers of 3.5-year-old preschool children living in low-income South African communities. Methods: 122 Caregivers and their children (mean age 3.5 years) were randomly assigned to an intervention group (n = 61) or waitlist control group (n = 61). A neurocognitive battery determined baseline receptive and expressive language, executive function, theory of mind, and behavior scores. Results: No differences were observed between intervention and control groups on receptive and expressive language, or any of the neurocognitive or socio-emotional measures from baseline (3.5 years) to 4 months postintervention administration (4 years). Conclusion: The benefits noted in prior literature of book-sharing in infants did not appear to be demonstrated at 4 months post-intervention, in children from 3.5 to 4 years of age. This suggests the importance of early intervention and emphasizes the need for further research on adaptation of book-sharing for older participants in a South African context. Trial registration: retrospectively registered on 03/04/2022 PACTR202204697674974.

Automated summary

This study investigated the effects of dialogic book-sharing on language development, neurocognitive function, and socio-emotional domains in 3.5-year-old children from low-income South African communities. The results showed no significant differences between the intervention and control groups after 4 months post-intervention.