SynthesisFrontiers in psychology2025
The effects of interactive reading on young children's narrative abilities: a meta-analytic study.
Synthesis in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.
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.
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.
Who cites it
1 citing paper in PubMed, 1 synthesis or guideline pooled it.
- When music tells a story: children's language and socioemotional development through music-supported narrative learning.Frontiers in psychology · 2026Pooled it
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: The development of narrative abilities during early childhood forms the foundation for more complex language expression and comprehension later in life. This study employs a meta-analytic approach to systematically evaluate and infer the effects of interactive reading on young children's narrative abilities. Methods: Inclusion criteria for eligible studies were established. Electronic databases, including CNKI, Web of Science, ScienceDirect, SpringerLink, Taylor & Francis, Wiley, and ERIC, were systematically searched for experimental or quasi-experimental studies investigating the effects of interactive reading on young children's narrative abilities. A moderator analysis was subsequently conducted to explore potential factors influencing the effectiveness of interactive reading interventions. Results: A total of 25 studies ( Conclusion: Interactive reading has a positive intervention effect on children's narrative abilities, and this effect is influenced by multiple moderating variables. This meta-analysis provides quantitative evidence supporting the role of interactive reading in promoting the development of children's narrative abilities. Future meta-analyses could simultaneously include both preschool and school-age children to compare and analyze the intervention effects across different age groups. Systematic review registration: doi: 10.37766/inplasy2025.10.0086, INPLASY2025100086.
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Registered trials
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.