Dialogic Reading to Empower Executive Functions in Preschoolers.

Costanza Ruffini, Silvia Spoglianti, Clara Bombonato, Silvia Bonetti, Maria Chiara Di Lieto, Chiara Pecini

Open access · goldAbstract read

In one paragraph

Article in Children (Basel, Switzerland), 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

1.9field-weighted citation impact, top 15% of its field

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed, 9 citations in OpenAlex.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors at 2 institutions in 1 country.

Costanza RuffiniDepartment of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy.ORCID 0000-0001-8180-8965

Silvia SpogliantiParoleincerchio, Centro per l'Età Evolutiva, Via Leopardi 90, 40026 Imola, Italy.

Clara BombonatoDepartment of Neuroscience, Psychology, Drug Research and Child Health, Viale Pieraccini 6, 50139 Firenze, Italy.

Silvia BonettiEquipe Multiprofessionale Evolutiva, Via della Vetraia 7, 55049 Viareggio, Italy.

Maria Chiara Di LietoIRCCS Stella Maris Foundation, Viale del Tirreno 341, 56128 Calambrone, Italy.ORCID 0000-0003-3874-3611

Chiara PeciniDepartment of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy.

University of Florence · ITFondazione Stella Maris · IT

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Among the interventions recently developed to enhance Executive Functions (EFs) in preschoolers, Quincey Quokka's Quest (QQQ) is an illustrated book proposing EF activities embedded within a shared reading framework (Howard et al., 2017). In the present study, the Italian version of QQQ (QQQ

Indexed as

dialogic readingexecutive functionsinterventionpreschoolshifting

Identifiers

PMID34065145

DOI10.3390/children8050373

PMCPMC8151119

OpenAlexW3163084174

What OpenQuestion holds

Textmetadata

LicenceCC BY

Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.