Evidence map›Paper›PMID 41955191›Full record

Trial reportPloS one2026

Better start to bilingual development: Bridging parental beliefs and science through early intervention for Polish families living in Norway.

Agnieszka Dynak, Katarzyna Bajkowska, Jolanta Kilanowska, Joanna Kolak, Magdalena Krysztofiak, Magdalena Łuniewska, Karolina Muszyńska, Nina Gram Garmann, Ewa Haman

Erratum issuedAbstract readRandomized Controlled Trial
PubMed Full text at PMC Publisher
In one paragraph

Trial report in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. 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

5 · Who and what money

Authors and funding

9 authors.

Agnieszka DynakFaculty of Psychology, University of Warsaw, Warsaw, Poland.ORCID https://orcid.org/0000-0001-9064-2215
Katarzyna BajkowskaFaculty of Psychology, University of Warsaw, Warsaw, Poland.ORCID https://orcid.org/0009-0002-1200-8862
Jolanta KilanowskaDepartment of Primary and Secondary Teacher Education, Oslo Metropolitan University, Oslo, Norway.ORCID https://orcid.org/0000-0002-3434-2661
Joanna KolakDepartment of Psychology and Human Development, University College London, London, United Kingdom.ORCID https://orcid.org/0000-0003-2689-7103
Magdalena KrysztofiakFaculty of Psychology, University of Warsaw, Warsaw, Poland.
Magdalena ŁuniewskaFaculty of Psychology, University of Warsaw, Warsaw, Poland.
Karolina MuszyńskaFaculty of Psychology, University of Warsaw, Warsaw, Poland.ORCID https://orcid.org/0000-0003-3750-0749
Nina Gram GarmannDepartment of Early Childhood Education, Oslo Metropolitan University, Oslo, Norway.
Ewa HamanFaculty of Psychology, University of Warsaw, Warsaw, Poland.ORCID https://orcid.org/0000-0003-1615-711X

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

We present an intervention designed to align parental beliefs about language development and bilingualism with evidence-based recommendations. Its effectiveness was evaluated in a pre-registered randomised controlled trial. Seventy-six Polish parents living and intending to raise their children in Norway participated in either the intervention (n = 40) or a control condition (n = 36). We assessed the extent to which parental beliefs were aligned with scientific evidence on language and bilingual development before the intervention, immediately after the intervention, and when their children were about 9 months old. We found that the intervention was effective, i.e., it increased the alignment of parental beliefs with scientific evidence (preregistered ANOVA analysis 1). The benefits of the intervention were only seen in the experimental group. The gains were maintained when the children were around 9 months old (non-preregistered ANOVA analysis 2). A non-preregistered exploratory regression analysis 1 showed that participation in the experimental intervention accounted for 28.5% of the variance in parents' alignment of beliefs with science at posttest. Additional predictors of this alignment included participants' initial alignment at baseline, their level of engagement in the workshops, and their educational attainment. A preregistered exploratory regression analysis 2 showed that the greatest gains (the difference between posttest and pretest scores) from taking part in the intervention were found among those participants whose initial beliefs were the least aligned with science (at pretest). The gains were not associated with participants' individual engagement in the intervention, prior parenting experience (raising an older child), or their level of education. Future directions based on these data will include investigating whether changes in parental beliefs translate into improved language outcomes for their children.

Indexed as

CultureEarly Intervention, EducationalLanguage DevelopmentMultilingualismParentsAdultFemaleHumansInfantMaleNorwayPoland

Identifiers

PMID41955191
PMCPMC13065072

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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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.