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The Impact of Shared Book Reading on Children’s Phonological Awareness Skills: A Meta-analysis

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dc.contributor.authorPARPUCU, NURBANU
dc.contributor.authorFulya Ezmeci
dc.contributor.orcid0000-0002-4544-3927
dc.contributor.orcid0000-0002-3950-1780
dc.date.accessioned2025-11-13T09:50:28Z
dc.date.issued2023-08-23
dc.identifier.doihttps://doi.org/10.1080/10573569.2023.2245383
dc.identifier.endpage395
dc.identifier.issn1057-3569
dc.identifier.issue4
dc.identifier.openalexW4386097336
dc.identifier.startpage377
dc.identifier.urihttps://hdl.handle.net/11421/2351
dc.identifier.urihttps://doi.org/10.1080/10573569.2023.2245383
dc.identifier.volume40
dc.language.isoen
dc.relation.ispartofReading & Writing Quarterly
dc.rightsrestrictedAccess
dc.subjectPhonological awareness
dc.subjectModeration
dc.subjectPsychology
dc.subjectMeta-analysis
dc.subjectReading (process)
dc.subjectInclusion (mineral)
dc.subjectShared reading
dc.subjectIntervention (counseling)
dc.subjectDevelopmental psychology
dc.subjectMathematics education
dc.subjectPedagogy
dc.subjectSocial psychology
dc.subjectLinguistics
dc.subjectLiteracy
dc.subject.sdg4
dc.titleThe Impact of Shared Book Reading on Children’s Phonological Awareness Skills: A Meta-analysis
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5014256966

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