Four-Year-Old Outcomes of a Universal Infant-Toddler Shared Reading Intervention

Abstract

Objective: To determine the emergent literacy and language effects of a low-intensity literacy promotion program (Let's Read) provided via universal well-child services to parents during the first 4 years of their child's life. Design: Population-based, cluster randomized controlled trial performed between March 1, 2006, and December 10, 2010. Setting: Maternal and child health centers (clusters) in 5 relatively disadvantaged local government areas in Melbourne, Australia.Participants: All parents attending their 4-week wellchild appointments in participating centers were invited to take part in the study.Intervention: The Let's Read program was delivered at 4, 12, 18, and 42 months during universal well-child care visits.Main Outcome Measure: Child emergent literacy skills (intrasyllabic, phonemic, and sound/letter knowledge) and language (core, receptive, and expressive), measured at 4 years of age.Results: A total of 630 parents participated, with 365 children in 32 intervention clusters and 265 children in 33 control clusters; 563 children (89.4%) were retained in the study to 4 years of age. The adjusted mean differences (intervention minus control) for emergent literacy was 0.2 (95% CI, −0.2 to 0.6; P=.29) for intrasyllabic units, 0.05 (95% CI, −0.4 to 0.5; P=.85) for phonemic awareness, and 0.1 (95% CI, −1.5 to 1.6; P =.92) for letter knowledge. For language, the differences were 1.6 (95% CI, −1.1 to 4.3; P =.25) for core, 0.8 (95% CI, −2.0 to 3.7; P=.56) for receptive, and 1.4 (95% CI, −1.4 to 4.2; P =.32) for expressive scores. Conclusion:This population-wide primary care literacy promotion and book distribution program provided neither the anticipated benefits to literacy and language nor enhanced uptake of literacy activities at 4 years of age, even when targeted to relatively disadvantaged areas.

Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta‐Analysis

“…Goldfeld et al. () made use of the Clinical Evaluation of Language Fundamentals, Australian edition (CELF‐P2). Cronan et al.…”

“…The included studies involved 2,594 participating infant–caregiver dyads. Child age at the start of the studies ranged from 8.85 months (Goldfeld et al., ) to 66 months (Sim et al., ). All studies reported on typically developing children only, apart from Dale et al.…”

“…Receptive language outcomes were predominantly measured with the Peabody Picture Vocabulary Test (PPVT). Goldfeld et al (2012) made use of the Clinical Evaluation of Language Fundamentals, Australian edition (CELF-P2). Cronan et al (1996) measured receptive language using the PRIMER language comprehension book.…”

“…The included studies involved 2,594 participating infant-caregiver dyads. Child age at the start of the studies ranged from 8.85 months (Goldfeld et al, 2012) to 66 months (Sim et al, 2014). All studies reported on typically developing children only, apart from Dale et al (1996) and Towson (2014), who included children with mild to moderate language delays and with special education needs, respectively.…”

Sit Down and Play: A Preventive Primary Care-Based Program to Enhance Parenting Practices

“…The StimQ is based on a structured interview with a child’s caregiver and in normed data demonstrates good internal consistency (Cronbach’s alpha = 0.88), test-retest reliability (intraclass correlation coefficient= 0.93), and predictive validity of early child development (correlation between StimQ and The Home Observation for the Measurement of the Environment Inventory = 0.55, p<0.001) (Dreyer et al 2006). It has been used in several studies regarding early child development and parenting interventions (Dreyer et al 1996; Goldfeld et al 2011; 2012; Tomopoulos et al 2006). Two subscales of the StimQ-Infant were used for this study: 1) Parental Verbal Responsivity (PVR), which assesses verbal interactions between a caregiver and a child and 2) Parental Involvement in Developmental Advance (PIDA), which measures different interactional activities between a parent and child that promotes cognitive development, such as play.…”