The Impact of Shared Book Reading on Children's Phonological Awareness Skills: A Meta-analysis


READING & WRITING QUARTERLY, vol.40, no.4, pp.377-395, 2024 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 40 Issue: 4
  • Publication Date: 2024
  • Doi Number: 10.1080/10573569.2023.2245383
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Communication Abstracts, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo
  • Page Numbers: pp.377-395
  • Anadolu University Affiliated: Yes


This research aims to explore a meta-analysis of experimental studies examining the effect of shared book reading on children's phonological awareness skills. An initial pool of 3397 articles was identified from 17 databases. After removing 396 duplicated articles, 3,001 were screened for titles and abstracts, whereas 2,964 inadequate articles were excluded. A total of 37 articles were screened for full-text versions through manual searching. Finally, eight articles with experimental design satisfied the inclusion criteria. For this purpose, eight experimental studies with a pretest-posttest control group were explored by the meta-analysis method. In addition, the duration of intervention, the number of books, the person that applied for the program (teacher, family, interventionist), and the type of intervention (individual, small group, whole group, small + whole group) variables were investigated as moderator variables. In the results of the research, it was concluded that shared book reading affects phonological awareness. However, no significant effect was found between the phonological awareness skills of children in terms of moderator variables.