Promoting Positive Family Interactions: Evaluating a Free Early Childhood Book Distribution Program

Abstract

The Dolly Parton Imagination Library (DPIL) program encourages reading among families of preschool children by mailing age-appropriate books, once per month, until the age of five. An evaluation of a DPIL program in a southern state in the U.S. was conducted to assess the impact on enrolled children. Focus groups were conducted and a survey was administered to over 100 parents of children in the program to determine parents' satisfaction withand assessment ofthe program relative to its activities and stated outcomes. To what extent the program promoted reading in the family, and children's enjoyment of reading and school readiness was explored. In addition, family communication styles and relationships were assessed relative to these outcomes. The parents reported that the program introduced more diverse reading choices, fostered their children's love of reading, promoted cognitive development and readiness for school, increased use of public libraries, and encouraged family interaction although some differences in reading activities based on family communication styles were found. As well, parents provided recommendations for outreaching to underserved children. Implications of these findings for groups that sponsor this program and for further research are presented.

Students’ frequency of access to school library materials in transformative times

“…Specifically, less than 15% of students with 0-10 books in their home scored proficient in the 2015 National Assessment of Education Progress versus 50% of students with more than 100 books who scored proficient (US Department of Education, 2021). Children with a larger number of books in their homes tend toward greater gains in academic attainment when compared to their peers with fewer books, especially for less advantaged populations such as parents with less formal education (Funge et al, 2016). Per the Scholastic (2020) report, frequent readers have greater access to books at home and at school.…”

“…Wood et al (2020) identified the quiet, safe study space of the library as a haven for students who may not have such conditions at home and which allowed opportunities to engage effectively with literacy, leading to higher confidence and enjoyment of reading and writing outside class. Funge et al (2016) found that children with more books in their homes attain greater academic gains, especially for disadvantaged populations such as low-income families.…”

A Combined Reach Out and Read and Imagination Library Program on Kindergarten Readiness

“…24 It has been shown that DPIL participants experience increased frequency of reading at home, greater family engagement and interest around books, and a home literacy environment enhanced by the significant number of books delivered. [25][26][27][28] DPIL participants also show evidence of improved skills directly related to kindergarten readiness, namely letter identification, phonologic awareness, and letter naming fluency. [29][30][31] Finally, an urban school district found that DPIL participants scored better on the language and math sections of its validated kindergarten readiness indicator than nonparticipants.…”

Beyond the numbers: Social and emotional benefits of participation in the Imagination Library home-based literacy programme

“…Several studies measured reading frequency and found that children enrolled in DPIL programmes read more frequently and for longer periods of time than non-enrolled peers (Funge et al., 2017; Ridzi et al., 2017). Funge et al.…”

“…Several studies measured reading frequency and found that children enrolled in DPIL programmes read more frequently and for longer periods of time than non-enrolled peers (Funge et al., 2017; Ridzi et al., 2017). Funge et al. (2017) also surveyed the parents of enrolled children and conducted a focus group to explore parent perceptions of the programme’s benefits in an attempt to look beyond kindergarten readiness.…”