ArticlePloS one2019
Hyperconnectivity during screen-based stories listening is associated with lower narrative comprehension in preschool children exposed to screens vs dialogic reading: An EEG study.
Article in PloS one, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers, 1 of them a synthesis that pooled it.
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Who cites it
9 citing papers in PubMed, 1 synthesis or guideline pooled it, 30 citations in OpenAlex.
- The effects of interactive reading on young children's narrative abilities: a meta-analytic study.Frontiers in psychology · 2025Pooled it
- Dialogic reading at age 2 is linked to frontal activation related to executive function at age 5: An fNIRS study.PloS one · 2026Article
- Functional connectivity of sensory and executive function networks during a story listening task is related to parent/child interaction during joint reading: a functional MRI diffusion map study.Brain imaging and behavior · 2025Article
- Beta Spectral Power during Passive Listening in Preschool Children with Specific Language Impairment.Developmental neuroscience · 2025Article
- Language First, Cognition Later: Different Trajectories of Subcomponents of the Future-Reading Network in Processing Narratives from Kindergarten to Adolescence.Brain connectivity · 2024Article
- Exposure to Language in Video and its Impact on Linguistic Development in Children Aged 3-11: A Scoping Review.Journal of cognition · 2024Article
- Article
- Hearing, Speech, and Language in Infants and Toddlers Born Prematurely.The Volta review · 2023Article
- Longer Screen Vs. Reading Time is Related to Greater Functional Connections Between the Salience Network and Executive Functions Regions in Children with Reading Difficulties Vs. Typical Readers.Child psychiatry and human development · 2021Article
Corrections and comments
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Authors and funding
6 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesDialogic reading (DR) is a shared storybook reading intervention previously shown to have a positive effect on both literacy and general language skills. The aim of this study was to examine the effect of DR compared to screen-based intervention on electrophysiological markers supporting narrative comprehension using EEG.
methodsThirty-two typically developing preschoolers, ages 4 to 6 years, were assigned to one of two intervention groups: Dialogic Reading Group (DRG, n = 16) or Screen Story Group (SSG, n = 16). We examined the effect of intervention type using behavioral assessment and a narrative comprehension task with EEG.
resultsThe DRG showed improved vocabulary and decreased functional connectivity during the stories-listening task, whereas the SSG group showed no changes in vocabulary or connectivity. Significantly decreased network strength and transitivity and increased network efficiency were observed in the DRG following intervention. Greater network strength and transitivity at follow-up were correlated with increased vocabulary.
conclusionsThe results suggest the beneficial effect of DR in preschool-age children on vocabulary and EEG-bands related to attention in the ventral stream during narrative comprehension. Decreased functional connectivity may serve as a marker for language gains following reading intervention. SIGNIFICANCE: DR intervention for preschool-age children may reduce interfering connections related to attention, which is related to better narrative comprehension.
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