Literacy Promotion Strategies Within Reach Out and Read: An Exploratory Study

Abstract

Literacy promotion (LP) is an essential component of primary care. This study explored different LP strategies in 2 cohorts of children aged 6 months to 6 years coming for routine care. In cohort 1 (N = 24), LP consisted mainly of advice. In cohort 2 (C2, N = 21), LP prioritized observing parent-child dyads reading aloud and giving feedback. Parents were interviewed 1 to 2 weeks later. LP took longer in C2 (138 ± 66 seconds vs 73 ± 50, P < .001), and parents were more likely to recall having learned about reading aloud (48% vs 8%, P < .001), even after controlling for time spent. More parents in C2 reported uncertainty about their reading aloud skills (73% vs 22%, P < .002) and a desire to learn more about reading aloud (100% vs 17%, P < .001). Observation and feedback may make LP more memorable to parents and is more likely to motivate parents to improve their skills in this area.

A Systematic Review of Parent–Child Shared Book Reading Interventions for Infants and Toddlers

“…Child participants included those with typical development ( n = 337), speech/language disorders ( n = 8), physical/learning disabilities ( n = 4), and developmental risk factors, including premature birth and poverty ( n = 867). All but three studies reported race or ethnicity characteristics for participants (Arnold et al, 1994; Needlman et al, 2018; Whitehurst et al, 1988). Across seven studies, parent participants identified themselves as the following races/ethnicities: Asian/Pacific Islander = 4, Black/African American = 49, Latinx/Hispanic = 405, White = 243, and Other = 28.…”

“…Researchers in all 12 studies included training or coaching for parents in ISBR strategies; however, only six studies included direct observation and measurement of parent–child shared book reading following the training program (see Table 2). Specific ISBR interventions evaluated in studies included Storytelling for the Home Enrichment of Language and Literacy Skills (SHELLS; Boyce et al, 2010), the internet-based Play and Learning Strategies program (ePALS; Feil et al, 2020); dialogic reading (DR; Arnold et al, 1994; Cronan et al, 1996; Huebner, 2000a, 2000b; Huebner & Meltzoff, 2005; Whitehurst et al, 1988), Video Interaction Project (VIP; Mendelsohn et al, 2018), and ROR (Needlman et al, 2018) (see Table 1). Across the 12 studies, intervention sessions with families ranged from 1 to 11 total sessions for 10 to 60 min per session (see Table 1).…”

Programi Podrške Ranom Razvoju Temeljeni Na Zajedničkom Čitanju

“…Upravo komponenta savetovanja u zdravstvenom kontekstu može biti da daje znatnu težinu kada je u pitanju ovaj program -odnosno, roditelji su verovatno receptivniji kada je u pitanju ovaj kontekst (de Bondt et al, 2020). Nalazi još govore da je u takvim uslovima roditeljima od naročitog značaja i povratna informacija koju mogu dobiti od praktičara, što je povezano i sa željom za daljim saznavanjem o zajedničkom čitanju (Needlman, et al, 2018). ROR program posebnu pažnju obraća na pružanje podrške i odabir knjiga i strategija čitanja u porodicama identifikovanim kao porodice pod rizikom (Klass, et al, 2009), zatim imigrantskim porodicama (Sanders et al, 2000;Diener, et al, 2012;Byington et al, 2008), te adolescentnim porodicama (Kumar, et al, 2016), a u skorije vreme i u porodicama s prevremeno rođenom decom koja su još uvek na odeljenju intenzivne nege (Levesque et al, 2018).…”

30 Years of Reach Out and Read: Need for a Developmental Perspective

“…After ,1 minute of modeling, the clinician can step back and invite the parent to take over then provide feedback when the parent succeeds in capturing and holding the child's attention. 24 An eminently scalable strategy that we plan on initiating is using emotionally engaging videos in which parents (rather than experts) model and explain how they create age-appropriate connections through picture books.…”