2018
DOI: 10.1542/peds.2017-3393
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Reading Aloud, Play, and Social-Emotional Development

Abstract: Phase VIP 0-3 resulted in sustained impacts on behavior problems 1.5 years after program completion. VIP 3-5 had additional, independent impacts. With our findings, we support the use of pediatric primary care to promote reading aloud and play from birth to 5 years, and the potential for such programs to enhance social-emotional development.

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Cited by 114 publications
(67 citation statements)
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References 31 publications
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“…When parents read to children and talk to them about the focus of their attention, children acquire more than just language. They acquire concepts and general knowledge that are essential to listening and reading comprehension (e.g., Dickinson, Griffith, Golinkoff, & Hirsh-Pasek, 2012;Grissmer, Grimm, Aiyer, Murrah, & Steele, 2010) and practice learning how to focus their attention (e.g., Mendelsohn et al, 2018). When learning-to-read turns into reading-to-learn, knowledge of vocabulary and sentence structure is required to comprehend texts and to understand teachers and peers.…”
mentioning
confidence: 99%
“…When parents read to children and talk to them about the focus of their attention, children acquire more than just language. They acquire concepts and general knowledge that are essential to listening and reading comprehension (e.g., Dickinson, Griffith, Golinkoff, & Hirsh-Pasek, 2012;Grissmer, Grimm, Aiyer, Murrah, & Steele, 2010) and practice learning how to focus their attention (e.g., Mendelsohn et al, 2018). When learning-to-read turns into reading-to-learn, knowledge of vocabulary and sentence structure is required to comprehend texts and to understand teachers and peers.…”
mentioning
confidence: 99%
“…The finding that Mexican immigrant mothers, with little education, engaged in frequent symbolic play with their toddlers, and accompanied their play with language about what was going on, points to the potential of play for promoting language-rich dyadic interactions. Indeed, play may serve as a culturally appropriate and effective intervention strategy for reducing disparities in early child development and school readiness (Mendelsohn et al, 2018;Weisleder et al, 2016).…”
Section: Symbolic Play Was Prevalentmentioning
confidence: 99%
“…Regarding clinical practice, pediatricians and other child-health professionals have new data to support recommendations regarding the use of print children's books and avoiding electronics and gadgetry. 3,4 Regarding health policy, findings provide support for pediatric primary care programs, such as Reach Out and Read, 11 the Video Interaction Project, 8 and HealthySteps, 12 that can help prevent disparities in early development and school readiness through promotion of reading aloud with children's books.…”
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confidence: 99%
“…Also, reading print books creates an opportunity for a special time not built around any screen or device in a way that supports the parent-child relationship and relational health more broadly. 8 Taken together, shared book reading with print books promotes cognitive, language, early literacy, and social-emotional development that strongly support children's successful transition to school and subsequent learning and achievement.…”
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confidence: 99%