Promoting Early Literacy in Pediatric Practice: Twenty Years of Reach Out and Read
ABSTRACT Reach Out and Read (ROR) is the first pediatric, evidence-based strategy to prevent problems of early childhood development and learning. With a start in a single clinic in Boston City Hospital in 1989, doctors working in >4000 clinics and practices gave approximately 5.7 million new books to >3.5 million children in all 50 states in 2008. ROR also has become a model for a different way of thinking about parent education during primary care encounters, based less on telling and more on creating real-time learning experiences. ROR flourished because of (1) the growth of pediatric interest in child development, (2) local leadership of pediatric champions as well as nonmedical supporters, coordinators, and volunteers, (3) evidence of effectiveness, and (4) public financial support attributable to strong bipartisan support in Congress, led by Senator Edward Kennedy. Since ROR started, an increasing amount of research confirms the importance of reading aloud for the development of language and other emergent literacy skills, which in turn helps children get ready for school and leads to later success in reading. Future goals include continued growth until all low-income children are reached with pediatric advice and books, a national campaign led by physicians encouraging all parents to read to their children every day, additional evidence-based, parent information to increase the effectiveness of parents reading to children, quality-improvement efforts to achieve the full potential, and global expansion.
SourceAvailable from: sciencedirect.com[Show abstract] [Hide abstract]
ABSTRACT: Recent leaps in the understanding of early brain growth and child development provide us with scientific underpinnings for strategies to improve child health outcomes. Genetic, environmental, and behavioral factors impact the growing child and have a profound impact on lifelong health and function. Recent advances in knowledge concerning the biologic underpinnings of brain development provide a better understanding upon which to base interventions. All growing children experience stress. However, if children are stressed in a manner that exceeds their coping capability, the stress is considered toxic. Toxic stress can impede the cognitive and social emotional growth of the developing brain. Pediatricians have the opportunity to intervene through screening for families at risk, supporting optimal parenting, and linking in a team fashion with other providers of care for young children to support development.
Academic Pediatrics 09/2014; 14(5). DOI:10.1016/j.acap.2014.05.007 · 2.23 Impact Factor
[Show abstract] [Hide abstract]
ABSTRACT: The impact of a baby book intervention on promoting positive reading beliefs and increasing reading frequency for low-income, new mothers (n = 167) was examined. The Baby Books Project randomly assigned low-income, first-time mothers to one of three study conditions, receiving educational books, non-educational books, or no books, during pregnancy and over the first year of parenthood. Home-based data collection occurred through pregnancy until 18 months post-partum. Mothers who received free baby books had higher beliefs about the importance of reading, the value of having resources to support reading, and the importance of verbal participation during reading. The results showed that providing any type of baby books to mothers positively influenced maternal reading beliefs, but did not increase infant-mother reading practices. Maternal reading beliefs across all three groups were significantly associated with self-reported reading frequency when children were at least 12 months of age.Journal of Applied Developmental Psychology 08/2014; 35(4):337–346. DOI:10.1016/j.appdev.2014.05.007 · 1.85 Impact Factor