Shared reading interventions can impact positively on preschool children's language development and on their caregiver's attitudes/behaviours towards reading. However, a number of barriers may discourage families from engaging with these interventions, particularly families from lower socio‐economic status (SES) backgrounds. We investigated how families from such backgrounds responded to an intervention designed explicitly to overcome these barriers.

中文翻译：

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评价学龄前儿童及其家庭的“真实世界”共享阅读干预的有效性：随机对照试验

共享阅读干预措施可以对学龄前儿童的语言发展及其照顾者的阅读态度/行为产生积极影响。但是，许多障碍可能会阻止家庭参与这些干预措施，特别是那些来自较低社会经济地位（SES）背景的家庭。我们调查了来自这些背景的家庭如何应对旨在克服这些障碍的明确干预措施。