ArticleThe Journal of pediatrics2020
Shared Reading at Age 1 Year and Later Vocabulary: A Gene-Environment Study.
Article in The Journal of pediatrics, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- Dialogic reading at age 2 is linked to frontal activation related to executive function at age 5: An fNIRS study.PloS one · 2026Article
- Reach Out and Read Implementation: A Scoping Review.Academic pediatrics · 2023Article
- Latino Parents' Experiences With Literacy Promotion in Primary Care: Facilitators and Barriers.Academic pediatricsArticle
- Intended Outcomes and Core Components of Primary Care-Based Literacy Promotion as Defined by Experts.Academic pediatricsArticle
- Contributions of mothers' and fathers' shared book reading with infants at 9 months to language skills at 18 months in ethnically and socioeconomically diverse families.Infant and child developmentArticle
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6 authors.
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Abstract
objectiveTo assess the extent to which associations between shared reading at age 1 years and child vocabulary at age 3 years differ based on the presence of sensitizing alleles in the dopaminergic and serotonergic neurotransmitter systems. STUDY
designWe conducted a secondary analysis of data from a national urban birth cohort using mother reports in conjunction with child assessments and salivary genetic data. Child vocabulary was assessed using the Peabody Picture Vocabulary Test. The primary exposure was mother-reported shared reading. We used data on gene variants that may affect the function of the dopaminergic and serotonergic systems. We examined associations between shared reading and Peabody Picture Vocabulary Test score using multiple linear regression. We then included interaction terms between shared reading and the presence of sensitizing alleles for each polymorphism to assess potential moderator effects adjusting for multiple comparisons.
resultsOf the 1772 children included (56% black, 52% male), 31% of their mothers reported reading with their child daily. Daily shared reading was strongly associated with child Peabody Picture Vocabulary Test scores in unadjusted (B = 7.9; 95% CI, 4.3-11.4) and adjusted models (B = 5.3; 95% CI, 2.0-8.6). The association differed based on the presence of sensitizing alleles in the dopamine receptor 2 and serotonin transporter genes.
conclusionsAmong urban children, shared reading at age 1 years was associated with greater vocabulary at age 3 years. Although children with sensitizing alleles on the dopamine receptor 2 and serotonin transporter genes were at greater risk when not read to, they fared as well as children without these alleles when shared reading occurred.
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