Evaluation of long-term effects of a dialogic-reading parenting intervention on child and mother outcomes

This study aimed to measure the long-term effects of a dialogic reading program on children and parents. The program was evaluated using a randomized controlled design and repeated measures at three separate time points. The study included 92 mothers and their 24-to-32-month-old children. Mother-child dyads participated in a 7-week dialogic shared reading program at various community centers in Istanbul, while the control group received no intervention. The pretest, posttest, and follow-up assessments measured children's receptive and expressive language skills, socio-emotional problems, and mother's depression and parental competence. According to the findings of the study, children who participated in the intervention program showed a significant decrease in socio-emotional problems, but there was no significant effect on language skills. In addition, mothers who participated in the program reported a significant decrease in their depression levels and parental competence. The findings of the study revealed the positive role of the intervention program on children and parents and the long-term effects of the program. The dissemination of such programs has the potential to improve the well-being of children and families, especially in low-income or at-risk communities. The findings of the study were discussed in the light of the current literature.