Increased Brain-to-Brain Synchronization During Literary Arabic Storytelling Following a Dialogic Reading Intervention: A Hyperscanning-EEG Study.

ABSTRACT:

Purpose

Arabic is unique in having two forms-literary Arabic (LA) and spoken Arabic (SA)-which present challenges in maintaining children's attention during the reading acquisition stage. Dialogic reading (DR) is an intervention that encourages children to actively engage in storytelling, thereby fostering attention, early language development, literacy, and executive function skills.

Methods

This study examined the impact of DR in LA on joint attention during storytelling among 13 preschoolers (aged 48-60 months) and their mothers, using a hyperscanning electroencephalogram (EEG) method. Behavioral and inhibition tasks were also employed to assess the intervention's effects.

Finding

Paired t-tests revealed a smaller difference between correlation coefficient matrices

SUBMITTER: Ghanima GA 

PROVIDER: S-EPMC12638431 | biostudies-literature | 2025 Nov

REPOSITORIES: biostudies-literature