Evidence map›Paper›PMID 40048452›Full record

ArticlePloS one2025

Promoting language and literacy through shared book reading in the NICU: A scoping review.

Lama K Farran, Sharon L Leslie, Susan N Brasher

Abstract readScoping Review
PubMed Full text at PMC Publisher
In one paragraph

Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
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

1 citing paper in PubMed.

  1. Article
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

3 authors.

Lama K FarranDepartment of Counseling, Higher Education, & Speech-Language Pathology, University of West Georgia, Carrollton, Georgia, United States of America.ORCID https://orcid.org/0000-0001-8190-3161
Sharon L LeslieWoodruff Health Sciences Center Library, Emory University, Atlanta, Georgia, United States of America.ORCID https://orcid.org/0000-0002-6597-977X
Susan N BrasherNell Hodgson Woodruff School of Nursing, Emory University, Atlanta, Georgia, United States of America.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundInfants in the neonatal intensive care unit (NICU) are at a heightened risk for language and literacy delays and disorders. Despite the well-established empirical support for early shared reading, the available evidence to date has been scant, revealing mixed results. This study sought to characterize current research on shared reading in the NICU using a scoping review methodology.

methodsStudies were eligible for inclusion if they were peer-reviewed, written in the English language, focused on human infants in the NICU, and published between January 1, 2003, and December 31, 2023. No population age range was applied, and quantitative, qualitative, or mixed methods designs were considered. Database searches yielded 338 articles with only eight articles meeting eligibility criteria for inclusion.

conclusionIn spite of a modest number of studies on this topic, utilizing limited methodologies, the evidence from this scoping review shows the benefits of shared reading for infants and their caregivers during their NICU stay. Expanding such efforts by embedding shared reading as part of standard practice is recommended.

Indexed as

Intensive Care Units, NeonatalLanguageLiteracyReadingBooksHumansInfantInfant, Newborn

Identifiers

PMID40048452
PMCPMC11884721

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.