IntroductionNarrative skills in the preschool period serve as a key predictor of children's subsequent reading comprehension and overall academic achievement. This study aims to evaluate the impact of dialogic reading interventions on the narrative macrostructure and causal language skills of preschool-aged children.MethodsFollowing a systematic search of the Web of Science, EBSCO, and ERIC databases, 16 experimental and quasi-experimental studies (total N > 1,800) meeting the PICO-S criteria we