The Impact of a Clinic-Based Literacy Intervention on Language Development in Inner-City Preschool Children

Mendelsohn, Alan L.; Mogilner, Leora; Dreyer, Benard P.; Forman, Joel; Weinstein, Stacey C.; Broderick, Monica; Cheng, Karyn J.; Magloire, Tamara; Moore, Taska; Napier, Camille O.

doi:10.1542/peds.107.1.130

Cited by 216 publications

(151 citation statements)

References 12 publications

Supporting

Mentioning

140

Contrasting

Unclassified

Order By: Relevance

“…[69][70][71][72][73] Early literacy promotion in the medical home with programs such as Reach Out and Read advances reading readiness by approximately 6 months when compared with controls. 74 In addition, parents in Reach Out and Read practices are 4 times as likely to read to their children and more likely to spend time with their children in interactive play 75 than are families who are not in Reach Out and Read. Another program, the Video Interaction Project (VIP), combines early literacy with guided parentchild interactions that support family relationships and social development of children.…”

Section: Family and Parenting Support In The Medical Homementioning

confidence: 99%

Poverty and Child Health in the United States

Gitterman¹,

Flanagan²,

Cotton³

et al. 2016

Pediatrics

480

171

View full text Add to dashboard Cite

Almost half of young children in the United States live in poverty or near poverty. The American Academy of Pediatrics is committed to reducing and ultimately eliminating child poverty in the United States. Poverty and related social determinants of health can lead to adverse health outcomes in childhood and across the life course, negatively affecting physical health, socioemotional development, and educational achievement. The American Academy of Pediatrics advocates for programs and policies that have been shown to improve the quality of life and health outcomes for children and families living in poverty. With an awareness and understanding of the effects of poverty on children, pediatricians and other pediatric health practitioners in a family-centered medical home can assess the financial stability of families, link families to resources, and coordinate care with community partners. Further research, advocacy, and continuing education will improve the ability of pediatricians to address the social determinants of health when caring for children who live in poverty. Accompanying this policy statement is a technical report that describes current knowledge on child poverty and the mechanisms by which poverty influences the health and well-being of children.

show abstract

Section: Family and Parenting Support In The Medical Homementioning

confidence: 99%

Poverty and Child Health in the United States

Gitterman¹,

Flanagan²,

Cotton³

et al. 2016

Pediatrics

480

171

View full text Add to dashboard Cite

show abstract

“…43 In addition, clinic-based, literacypromoting programs that include the provision of children's books and anticipatory guidance about the importance of reading aloud with young children have been shown to enhance language development in toddlers 44 and preschoolers. 45 Programs and policies that are without proven efficacy but are deemed likely to have positive effects on child development include housing policies to decrease frequent moves, smoking cessation programs for parents and pregnant women, improved access to high-quality health care, and identification and treatment of maternal depression and other mental health problems. 26,46 As respected child advocates and political consultants, pediatricians can promote school readiness by advocating for provision of services that are evidence-based and that demonstrate efficacy in promoting optimal early brain and child development.…”

Section: How Can Schools and Communities Promote School Readiness?mentioning

confidence: 99%

School Readiness

High¹

2008

Pediatrics

197

105

View full text Add to dashboard Cite

School readiness includes the readiness of the individual child, the school's readiness for children, and the ability of the family and community to support optimal early child development. It is the responsibility of schools to be ready for all children at all levels of readiness. Children's readiness for kindergarten should become an outcome measure for community-based programs, rather than an exclusion criterion at the beginning of the formal educational experience. Our new knowledge of early brain and child development has revealed that modifiable factors in a child's early experience can greatly affect that child's learning trajectory. Many US children enter kindergarten with limitations in their social, emotional, cognitive, and physical development that might have been significantly diminished or eliminated through early identification of and attention to child and family needs. Pediatricians have a role in promoting school readiness for all children, beginning at

show abstract

“…10 -14 Attitudes toward reading and home reading behaviors are positively altered, and there is evidence that language acquisition in toddlerhood is accelerated. 15,16 The scope of these studies, however, has been limited to English-and Spanish-speaking subjects. To date, no data exist on the efficacy of clinic-based, pediatric literacy interventions among multicultural or multilingual populations.…”

mentioning

confidence: 99%

An English-Language Clinic-Based Literacy Program Is Effective for a Multilingual Population

2002

View full text Add to dashboard Cite

ABSTRACT. Objective. To assess the effectiveness of a clinic-based pediatric literacy intervention on a multilingual population.Background. Clinic-based literacy interventions are effective among English-and Spanish-speaking children. No data exist for multilingual populations.Setting. Pediatric clinic in an urban county hospital. Design/Methods. Reading practices of 2 cross-sectional groups were assessed by standardized interview before and after the intervention. The intervention consisted of waiting-room volunteers reading to children, literacy counseling, and gift of a children's book at each well-child visit from 6 months to 5 years. Outcomes were assessed separately for primary English-speaking and primary non-English-speaking families.Results. The baseline (N ‫؍‬ 85) and postintervention (N ‫؍‬ 95) groups were similar with respect to child age and sex, parental education, and length of time in the United States. Fourteen languages were represented in total, the most common being English (41%), Somali (28%), Spanish (9%), Vietnamese (7%), Oromo (3%), and Tigrinyan (3%). Compared with baseline, postintervention respondents were more likely to report reading as a favorite activity for the child (10% vs 25%) and parent (18% vs 40%), to read to their child before bed at least weekly (45% vs 71%), and to possess over 10 children's books at home (49% vs 63%). Among English-speaking families (N ‫؍‬ 30 baseline, N ‫؍‬ 40 postintervention), weekly bedtime reading increased (63% to 93%), reading as child's favorite activity increased (7% vs 30%), and reading as the parent's favorite activity to do with child increased (33% vs 58%). The proportion of Englishspeaking families possessing over 10 books at home and those reading with their children at least weekly showed no difference between the baseline and postintervention groups. Among non-English-speaking families (N ‫؍‬ 55 baseline, N ‫؍‬ 55 postintervention), weekly bedtime reading increased (36% vs 56%), reading as the parent's favorite activity increased (11% vs 27%), and the number of families to possess >10 children's books in the home increased (31% vs 49%). Reading as child's favorite activity (13% vs 24%) and weekly book sharing (60% vs 76%) showed nonsignificant trends between the non-Englishspeaking baseline and postintervention groups.Conclusions. This clinic-based literacy intervention influences home literacy behavior in this multiethnic setting, in both English-speaking and non-Englishspeaking families. Although efforts should be made to make such programs more appropriate for linguistic minorities, non-English-speaking families do stand to benefit from English-language-oriented programs. Illiteracy and under-literacy among children is a serious public health problem. Poor school performance can lead to grade retention and school failure. It is well-documented that dropping out of school is, in turn, a risk factor for substance abuse, involvement in violent activity, teen pregnancy, and other poor health practices. [1][2][3] Patients with poor readin...

show abstract

The Impact of a Clinic-Based Literacy Intervention on Language Development in Inner-City Preschool Children

Abstract: ROR is an important intervention, promoting parental literacy support and enhancing language development in impoverished preschool children. Integration of literacy promoting interventions such as these into routine pediatric health care for underserved populations can be recommended.

Cited by 216 publications

References 12 publications

Poverty and Child Health in the United States

Poverty and Child Health in the United States

School Readiness

An English-Language Clinic-Based Literacy Program Is Effective for a Multilingual Population

Contact Info

Product

Resources

About