Early literacy interventions: reach out and read.
ABSTRACT Linkages between literacy attainment and poverty have been well documented in the literature. This article reviews the literacy challenges for low-income children and the need for child health practitioners to be informed about children's literacy environments. The authors define literacy and emphasize that literacy is a continuous developmental process that includes listening, speaking, reading, and writing. Read Out and Read is a national model that has demonstrated its effectiveness to improve receptive and expressive language development in children. Pediatricians are uniquely positioned to address early child's literacy development because they are often the only practitioner regularly encountering parents, infants, and children during the preschool years.
- Pediatrics 12/2011; 129(1):e224-e231. DOI:10.1542/peds.2011-2662 · 5.30 Impact Factor
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ABSTRACT: To examine how gradients in socioeconomic status (SES) impact US children's reading and math ability at kindergarten entry and determine the contributions of family background, health, home learning, parenting, and early education factors to those gradients. Analysis of 6600 children with cognitive assessments at kindergarten entry from the US Early Childhood Longitudinal Birth Cohort Study. A composite SES measure based on parent's occupation, education, and income was divided into quintiles. Wald F tests assessed bivariate associations between SES and child's cognitive ability and candidate explanatory variables. A decomposition methodology examined mediators of early cognitive gradients. Average reading percentile rankings increased from 34 to 67 across SES quintiles and math from 33 to 70. Children in lower SES quintiles had younger mothers, less frequent parent reading, less home computer use (27%-84%), and fewer books at home (26-114). Parent's supportive interactions, expectations for their child to earn a college degree (57%-96%), and child's preschool attendance (64%-89%) increased across quintiles. Candidate explanatory factors explained just over half the gradients, with family background factors explaining 8% to 13%, health factors 4% to 6%, home learning environment 18%, parenting style/beliefs 14% to 15%, and early education 6% to 7% of the gaps between the lowest versus highest quintiles in reading and math. Steep social gradients in cognitive outcomes at kindergarten are due to many factors. Findings suggest policies targeting levels of socioeconomic inequality and a range of early childhood interventions are needed to address these disparities. Copyright © 2015 by the American Academy of Pediatrics.Pediatrics 01/2015; 135(2). DOI:10.1542/peds.2014-0434 · 5.30 Impact Factor
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ABSTRACT: The very definition of print exposure has evolved in recent years as has the production of new media for infants and toddlers. Recognising that parents now have a confluence of media to select from, our study was designed to provide a richer understanding of home-literacy environments among 100 infants. Three profiles of families' home media environments emerged: (1) media abstainers, who neither knew much about baby books and DVDs nor owned them; (2) media knowers, who knew about baby books and DVDs, but chose to own many books and hardly any DVDs; and (3) media owners, who owned many baby books and DVDs, but appeared to have little knowledge about them. Parents who were readers themselves owned more baby books but fewer baby DVDs than parents with less print exposure. Results suggest a more complex understanding of print exposure in home environments than previously understood.Early Child Development and Care 12/2013; DOI:10.1080/03004430.2013.862531