Authors: Noble, C.; Sala, G.; Peter, M.; Lingwood, J.; Rowland, C.; Gobet, F.; Pine, J. · Year: 2019 · Tier: meta · DOI/URL: https://doi.org/10.1016/j.edurev.2019.100290 (Educational Research Review 28, 100290)

Links to claims

Limits (1)

Source note

Claim	Basis
C20	Shared-reading meta: overall g = 0.194; dialogic moderator ns; active-control g = 0.028. Weakened C20 2026-10-27.

Syntes: Shared book reading and children's language skills (Noble et al. 2019)

Källa: https://doi.org/10.1016/j.edurev.2019.100290 (Educational Research Review 28, 100290)

Verified content

[full text] Meta-analysis of shared book reading interventions; after excluding influential cases, overall language effect g = 0.194 (95% CI [0.088, 0.299], p = .002; k = 52, m = 244).
[full text] Passive controls: g = 0.263 [0.142, 0.384], p < .001. Active controls: g = 0.028 [−0.157, 0.212], p = .703 (near zero).
[full text] Dialogic reading as a dichotomous moderator: not significant (p = .579 with influential cases; p = .370 without).
[full text] Follow-up effects: g = 0.139, p = .200 (k = 9; ns).
[full text] Authors interpret shared-reading language gains as possibly non-specific when active controls are used.

Project use

[assessment] Applied 2026-10-27 extra7 as C20 weaken: challenges the “more than ordinary reading aloud” conjunct (dialogic moderator ns) and bounds the contrast with no shared reading (active-control null).

Added 2026-10-27 by the project (extra7). [full text] = read in the full text; [assessment] = the project's own assessment.

Metadata as recorded

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