Early language development and reading aloud with children: A scoping review and content analysis

In this study, we (the authors) identify and synthesise what characterises reading aloud at home, in preschool, and school that facilitates and enhances children’s early language development. We also identify and synthesise recommendations for parents and teachers to apply. In the study reading aloud is theoretically understood as a proximal process at a microsystem level. The study includes a scoping review and content analysis. After a search and screening process of 1,282 articles, a total of 106 articles were included. These articles adopted various research designs and were conducted in different countries. Two databases were used. The study generated 11 categories. These reflect both quality characteristics and recommendations: Choose place, book, and extra material; Ensure appropriate group constellation; Support transition and create a routine; Consider when, how often, and for how long; Communicate expectations and encourage engagement; Read in an appealing way and provide explanations; Include dialogue; Teach how to read; Encourage cosiness and empathy; Incorporate movement and play; and Cooperate with one another. In the study, a reading aloud model is provided and discussed; this constitutes the synthesis. Further, the result is discussed.