Discussion
non-language neurocognitive
Book-sharing was no more effective than normal development in the waiting list control on receptive and expressive language, as well as neurocognitive and socio-emotional measures, at post-intervention. Both groups improved, as expected, with age when comparing test scores 6 months later.Contrary to individual studies reporting improvements across age ranges [A number of limitations to our study deserve emphasis. First, the sample size was relatively small. However, our sample size is similar to those of previously published DBS studies. Future studies should include larger sample sizes to accurately examine the effects of a book-sharing intervention on receptive and expressive language in older preschool children. Second, at times, assessments were conducted with the use of interpreters; ideally the assessor should be fluent in the child's first language. Third, this book-sharing intervention was relatively short to expect noticeable non-language neurocognitive and socio-emotional variables. An intervention longer in duration may be beneficial in samples where reading and book-sharing are a novel concept as it may help with acceptance and uptake of the intervention homework. Finally, as noted above, the post-intervention assessment was conducted 4 months after the conclusion of the intervention. The null findings may be indicative of failed maintenance efforts rather than the intervention itself.