Outcomes of a training video on the shared reading behaviours of caregivers and children

Abstract

Despite evidence supporting the implementation of book sharing interventions, few studies have examined the value of providing caregiver training in these contexts. This study draws on the quantitative findings of a larger project that employed a non-randomized comparison group crossover repeated measures design as part of a mixed research approach. The goal of the study was to determine the outcome of a caregiver training video on the book sharing behaviours of 40 caregiver–child dyads in an impoverished peri-urban settlement in South Africa. Children in this study were aged 3 to 6 years of age. Caregivers included older siblings, parents, and other relatives. Findings revealed a significant improvement in caregiver shared reading behaviours in both experimental and comparison groups after viewing the caregiver training video, both within and between groups. The significant change in the shared reading behaviours of the caregivers and children, coupled with the positive impact observed in the children and the cost-effective nature of the intervention, suggest that training videos may constitute an effective intervention medium with the potential to promote children’s literacy as a population-based intervention in majority world settings.

A shared reading intervention: Changing perceptions of caregivers in a semi-rural township

“…The benefits of shared book reading for children’s early language and literacy development have been widely and extensively researched (Coetzee et al, 2021 ; Shahaeian et al, 2018 ; Vally et al, 2015 ). Book sharing in the first six years of a child’s life has been linked with promising (Shahaeian et al, 2018 ).…”

“…Children’s early language and literacy development were found to benefit substantially from book sharing intervention, and Vally et al ( 2015 ) surmised that the positive effects that were observed in their study were attributable to improved parents’ mediation skills, which had been developed through training. A study by Coetzee et al ( 2021 ) investigated the impact of a short caregiver training video on the shared reading behaviours of caregivers and children and found a significant improvement in caregiver and children’s shared book reading behaviours after exposure to the training video. The use of training videos as effective and cost-effective intervention is supported by this and other studies (e.g., Lloyd & Robertson, 2012 ; Hsin & Cigas, 2013 ).…”

“…Caregiver involvement in children’s early reading development plays a pivotal role in their later reading and scholastic success and usually depends on the parents’ own social, cultural and linguistic capital (Coetzee et al, 2021 ; Justice et al, 2020 ). International studies have highlighted the importance of parental involvement in the development of emergent literacy (e.g.…”

“…International studies have highlighted the importance of parental involvement in the development of emergent literacy (e.g. Coetzee et al, 2021 ; Vally et al, 2015 ). There are many activities that can be utilised to promote emergent literacy and readiness for formal reading instruction, one of which being shared book reading between caregivers and children.…”

“…South Africa’s history of inequality and social injustice has resulted in many caregivers having limited access to education and thus presenting with low or absent levels of literacy (Graven, 2016 ). Research has also shown that many caregivers do not perceive themselves as central partners in their children’s emergent reading development and do not know how to share books with them (Coetzee et al, 2021 ). This article describes an intervention undertaken with caregivers to promote their shared reading ability.…”