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.
- SourceAvailable from: Janice Lariviere[Show abstract] [Hide abstract]
ABSTRACT: To examine the effects of a parent book reading intervention in the neonatal intensive care unit (NICU) on parent-infant interaction and on the incidence of parents reading to their infants 3 months post-NICU discharge. A nonrandomized, participant blinded intervention study using a historical control group (CG) was conducted. The intervention group (IG: n = 59) consisted of parents of infants admitted to the NICU after the introduction of the parent reading program. The CG (n = 57) consisted of parents of infants discharged from the NICU in the 3-month period before the introduction of the reading program. Questionnaires were mailed to participants 3 months after their infant's discharge and completed verbally, over the telephone. Groups were compared on parenting activities and reading. In addition, a thematic analysis of qualitative descriptive data provided insight into the parents' experiences with reading to their infants. Sixty-nine percent of IG parents reported that reading helped them feel closer to their baby, and 86% reported it was enjoyable. Parents reported an increased sense of control and normalcy and increased intimacy with their infant. Twice as many parents in the IG reported reading 3 or more times a week to their infants (55.9% IG; 23.3% CG). Study results support the use of a parent book-reading intervention in the NICU to enhance parent-infant interactions and promote reading.Journal of developmental and behavioral pediatrics: JDBP 01/2011; 32(2):146-52. · 2.12 Impact Factor
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ABSTRACT: The American Academy of Pediatrics recommends a schedule of age-specific well-child visits through age 21 years. For children insured by Medicaid, these visits are called Early and Periodic Screening, Diagnosis, and Treatment (EPSDT). These visits are designed to promote physical, emotional, and cognitive health. Six visits are recommended for the first year of life, 3 for the second year. We hypothesized that children with the recommended visits in the first 2 years of life would be more likely than others to be ready for school when they finish kindergarten. We studied children insured by Medicaid in South Carolina, born during 2000 through 2002 (n = 21,998). Measures included the number of EPSDT visits in the first 2 years of life and an assessment of school readiness conducted at the end of kindergarten. We used logistic regression to examine the adjusted association between having the recommended visits and school readiness, controlling for characteristics of mothers, infants, prenatal care and delivery, and residence area. Children with the recommended visits had 23% higher adjusted odds of being ready for school than those with fewer visits. EPSDT may contribute to school readiness for children insured by Medicaid. Children having fewer than the recommended EPSDT visits may benefit from school readiness programs.Preventing chronic disease 06/2012; 9:E111. · 1.96 Impact Factor
Article: Bridging the early literacy gulf[Show abstract] [Hide abstract]
ABSTRACT: This study assessed the impact of public library initiated early literacy training for in-home childcare workers. The results of this research demonstrate that, in this context, public libraries can play a significant role in bridging the large gap between children"s difficulty and success in learning to read. The researchers used a pretest-posttest experimental design with childcare workers randomly assigned. The intervention consisted of training treatment group childcare providers in early literacy principles and activities that could foster specific early literacy skills. The training was provided by staff of the Pierce County [WA] Library System. The impact was assessed through two different methods. The providers responded to pre-post surveys about their early literacy knowledge and activities within their childcare. These surveys were examined for any change between the pre and postsurvey responses. The impact on the 86 three and four year olds within the childcares was measured through a pre and post one-on-one assessment using Early Literacy Skills Assessment (ELSA) developed by Highscope. Researchers from the University of Washington Information School trained library staff in data collection methods, provided guidance in proper research procedures, analyzed data, and reported results. The intervention had statistically significant results with demonstrated growth in the children"s competence related to 3 of the 4 early literacy principles and in the variety of activities related to literacy principles that the providers implemented. This study begins to fill a research gap because despite a decade of emphasis on early literacy virtually no scientific studies relating to libraries" impact on early literacy competency exist. Such studies are essential to libraries both in program planning and in securing financial support.Proceedings of the American Society for Information Science and Technology 01/2011; 48(1).