Shared picture-book reading is well-recognized as beneficial for children's early language development, especially where “dialogic book-sharing” techniques are used. Possible benefits of dialogic book-sharing to other aspects of child development have been little investigated, and it has not been widely studied in European populations. We conducted a randomized trial of dialogic book-sharing in Children's Centers in the UK, with parents of 2- to- 4-year-old children, hypothesizing that it would benefit parenting and a range of child developmental outcomes. Intervention group parents (n = 110) received 7, weekly, group training sessions, and control parents (n = 108) the usual center input. Parenting and a range of child outcomes (language, attention, executive function, social development, and emotional-behavior difficulties) were assessed on 3 occasions: before, after, and 4–6 month following intervention. For all study outcomes we compared controls with each of the Intention-to-Treat population and the per-protocol population (participants attending the requisite number of sessions); and, for primary child outcomes only, the population of parents who engaged well with the intervention. There were substantial benefits of dialogic book-sharing training to parental behavior during book-sharing, especially for sensitivity and cognitive scaffolding. For all 3 sets of comparisons there were small-medium effects of on child expressive language, and, for the per protocol and engaged populations, similar sized effects on child receptive language and attention. There was no evidence of benefit of dialogic book-sharing for the other areas of child development; we suggest that specific intervention components need to be added to standard dialogic book-sharing to effect change in these areas.

共享绘本阅读被公认为有益于儿童的早期语言发展，尤其是在使用“对话式书籍共享”技术的情况下。很少有人研究对话式书籍共享对儿童发展其他方面的可能好处，也没有在欧洲人群中进行广泛研究。我们在英国儿童中心对 2 至 4 岁儿童的父母进行了对话式书籍共享的随机试验，假设这将有益于养育子女和一系列儿童发展成果。干预组父母（n = 110）每周接受 7 次小组培训课程，而对照父母（n = 108）接受通常的中心输入。养育子女和一系列儿童成果（语言、注意力、执行功能、社会发展、和情绪行为困难）在 3 次评估：干预前、干预后和干预后 4-6 个月。对于所有研究结果，我们将对照组与每个意向治疗人群和符合方案人群（参加必要数量的会议的参与者）进行了比较；并且，仅针对小学儿童结局，参与干预的父母人数。对话式书籍共享训练对共享书籍期间的父母行为有很大好处，特别是在敏感性和认知支架方面。对于所有 3 组比较，对儿童表达性语言的影响较小，对于每个协议和参与的人群，对儿童接受性语言和注意力的影响相似。没有证据表明对话式书籍共享对儿童发展的其他领域有益；我们建议需要在标准对话式图书共享中添加特定的干预组件，以实现这些领域的改变。