Mohd Fauzi, Aishah Humaira' and Marhaban, Juliana Aminah and Mohd Salleh, Mimizairul Murni (2025) The impact of shared book reading on the speech and language development of infants and toddlers aged 0-36 months: a scoping review. International Journal of Allied Health Sciences, Vol. 9 (SUPP3). pp. 503-522. E-ISSN 2600-8491
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Abstract
Background: Shared book reading is a common activity between caregivers and their children that facilitates early speech and language development by exposing young children to rich linguistic input. While its benefits are well-documented in children over age three, limited research has explored its impact during the critical early years of 0–36 months. This scoping review aims to gather existing evidence on the effect of storybook, or shared book reading, on the speech-language development of infants and toddlers, identify effective reading strategies, and highlight gaps to inform future early intervention practices. Methods: A comprehensive literature search was conducted across 3 databases: ProQuest, Science Direct, and Scopus using the keywords parental reading, storybook reading, shared-book reading, dialogic reading, speech, language, infant, and toddler. Studies that were published from 2014 until 2024 were screened according to predefined inclusion and exclusion criteria, focusing on caregiver-child reading interactions in typically developing children aged 0–36 months with reported speech and language outcomes. The selection and analysis process were guided by the PRISMA-ScR framework. Results: This review analysed 10 studies investigating the impact of shared book reading on children aged 0–36 months. Daily reading at 6 months was linked to better expressive and receptive vocabulary at 12 months, while child engagement was a stronger predictor of expressive language than frequency alone. Print books outperformed electronic formats in promoting verbal output. Semantically-rich illustrations enhanced expressive language, while isolated images supported receptive learning. Dialogic techniques, such as questioning, labelling, and expansion, were associated with improved language outcomes across preverbal, receptive, and expressive domains as well as vocabulary development. Conclusion: The findings suggest that shared book reading is an effective tool that supports early speech and language development in children aged 0–36 months. The evidence supports that early and interactive reading experiences contribute meaningfully to preverbal, receptive, and expressive language
| Item Type: | Article (Journal) |
|---|---|
| Uncontrolled Keywords: | parental reading; storybook reading; shared-book reading; dialogic reading; speech; language; infant; toddler |
| Subjects: | R Medicine > RJ Pediatrics > RJ52 Therapeutics |
| Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button): | Kulliyyah of Allied Health Sciences Kulliyyah of Allied Health Sciences > Department of Audiology and Speech-Language Pathology |
| Depositing User: | Dr. Juliana Aminah Marhaban |
| Date Deposited: | 12 May 2026 17:36 |
| Last Modified: | 12 May 2026 17:36 |
| Queue Number: | 2026-05-Q3293 |
| URI: | http://irep.iium.edu.my/id/eprint/128919 |
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