1
|
Sarı E, Ayhan Başer D, Yalcin SS. Father's reading beliefs and child's media usage habits. INTERNATIONAL JOURNAL OF ENVIRONMENTAL HEALTH RESEARCH 2024; 34:1191-1203. [PMID: 37173313 DOI: 10.1080/09603123.2023.2211519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Accepted: 05/04/2023] [Indexed: 05/15/2023]
Abstract
The aim of the study is to examine the relationship between fathers' reading beliefs and father's and child's media habits and book reading status in the preschool period. In total, 520 fathers with children aged 2-5 years were included in the study. "z score above+1" were defined as the High Parental Reading Scale Score (HPRSS). Moreover, 72.3% of fathers spent 3 hours or more with their children on a day, and 32.9% of fathers used the screen as a reward and 35% as a punishment. Multivariable analysis showed that spending more than 3 hours with their children, not using the screen as a reward, not using it as a punishment, knowing smart signs, getting information from a book, having a screen time less than 1 hour, not using screen alone, doing another activity when not allowed were associated with the HPRSS. The father's reading belief is related to the child's media usage habits.
Collapse
Affiliation(s)
- Emre Sarı
- Department of Family Medicine, Faculty of Medicine, Hacettepe University, Ankara, Turkey
| | - Duygu Ayhan Başer
- Department of Family Medicine, Faculty of Medicine, Hacettepe University, Ankara, Turkey
| | | |
Collapse
|
2
|
Sanabria A, Restrepo MA, Peter B, Valentin A, Glenberg A. Relationships Among Motor, First, and Second Language Skills Among Bilingual Children With Language Disorders. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:3536-3549. [PMID: 37532242 DOI: 10.1044/2023_jslhr-23-00043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/04/2023]
Abstract
PURPOSE The purpose of this study was to determine the significance and directions of the relationships among oral and manual fine motor skills and language abilities among Spanish-English bilingual children. If such relationships exist, this would support a shared biological influence on motor and language development. METHOD Participants included 56 bilingual children, 24 of whom met criteria for developmental language disorder (DLD), recruited based on teacher concern for language and/or reading comprehension abilities. Students participated in a battery of baseline tests to determine motor, language, and cognitive abilities. Correlations among all variables were examined for direction of relationships. Regression models explored the predictive power of motor skills with Spanish and English language ability as the outcome measure. RESULTS Oral fine motor abilities (diadochokinetic rate productions of /pa/ and /pata/) predicted Spanish (but not English) oral language abilities in the expected direction (i.e., faster rates were associated with better language). Manual fine motor performance on computer tapping tasks was not related to performance in either language. CONCLUSIONS Oral fine motor abilities are related to language abilities in bilingual children, but only for the native language. We did not find reliable differences in oral and manual fine motor skills between groups of bilingual children with and without DLD. These findings support a limited role of shared biological influences on motor and language development.
Collapse
Affiliation(s)
| | | | | | | | - Arthur Glenberg
- Arizona State University, Tempe
- Universidad de Salamanca, Spain
| |
Collapse
|
3
|
Miller EB, Canfield CF, Barajas-Gonzalez RG, Chung A, Katter J, Kerker BD. The Children, Caregivers, and Community (C3) study of together growing strong: A protocol for an observational, place-based initiative in Sunset Park, Brooklyn. PLoS One 2023; 18:e0290985. [PMID: 37656726 PMCID: PMC10473505 DOI: 10.1371/journal.pone.0290985] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Accepted: 07/25/2023] [Indexed: 09/03/2023] Open
Abstract
Reaching population-level impact for families in poverty requires moving beyond a sole focus on individuals, to a wider focus on interactions between individuals and their broader environmental contexts. Place-based initiatives have emerged as a policy response to promote community-level change around these broader interactions between individuals and their local communities through addressing long-standing disparities in housing, employment, education, and health. Together Growing Strong (TGS) is one such place-based initiative focused on transforming the health, wellbeing, and development of young children and their families in Sunset Park, Brooklyn. The Children, Caregivers, and Community (C3) Study is an outcomes-based study designed to assess the trajectories of children and families in Sunset Park along indicators such as family health and wellbeing and child development in relation to TGS program participation. The aims, scope, and protocol of the C3 Study are the subjects of this paper.
Collapse
Affiliation(s)
- Elizabeth B. Miller
- Department of Population Health, NYU Grossman School of Medicine, New York, NY, United States of America
| | - Caitlin F. Canfield
- Department of Pediatrics, NYU Grossman School of Medicine, New York, NY, United States of America
| | | | - Alicia Chung
- Department of Population Health, NYU Grossman School of Medicine, New York, NY, United States of America
| | - Julie Katter
- Department of Population Health, NYU Grossman School of Medicine, New York, NY, United States of America
| | - Bonnie D. Kerker
- Department of Population Health, NYU Grossman School of Medicine, New York, NY, United States of America
| |
Collapse
|
4
|
Jimenez ME, Crabtree BF, Hudson SV, Mendelsohn AL, Lima D, Shelton PA, Veras J, Lin Y, Pellerano M, Morrow L, Strom BL. Enhancing Reach Out and Read With a Video and Text Messages: A Randomized Trial in a Low-Income Predominantly Latino Sample. Acad Pediatr 2021; 21:968-976. [PMID: 33618060 PMCID: PMC8349760 DOI: 10.1016/j.acap.2021.02.011] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Revised: 02/12/2021] [Accepted: 02/16/2021] [Indexed: 11/18/2022]
Abstract
OBJECTIVE To determine the effect of adding a video and text messages to Reach Out and Read (ROR) on parent-reported literacy activities compared to the standard version. STUDY DESIGN We conducted a mixed methods hybrid type I effectiveness-implementation randomized trial in a community health center that serves low-income Latino families. We assessed shared reading frequency and the StimQ Reading subscale, at enrollment and 6-month follow-up and the StimQ Parent Verbal Responsivity subscale, Parent Reading Belief Inventory, and Survey of Wellbeing of Young Children-Milestones at follow-up. We randomized 160 parent-child dyads to ROR or ROR plus video and text messages (enhanced ROR). We collected process data on ROR and engagement with texts. We interviewed 15 enhanced ROR participants. We analyzed quantitative data using regression and qualitative data using immersion/crystallization. RESULTS One hundred thirty-seven parent-child dyads completed the study (87% Latino, mean child age 9 months). We found differences in the StimQ Reading subscale (B = 0.32; P = .034) and marginal differences in attitudes about reading favoring enhanced ROR. Between-group differences for shared reading frequency, verbal responsivity, and developmental delay were not significant. Qualitative themes provided insight into the enhanced ROR including how it encouraged parents, remaining barriers like competing priorities and lack of social support, and unanticipated benefits (ie, parent appreciation for attention on their families' wellbeing). CONCLUSIONS A video and text message enhancement to ROR resulted in modest improvements in the home literacy environment over ROR alone. Additional strategies are needed to overcome potent barriers faced by low-income families.
Collapse
Affiliation(s)
- Manuel E Jimenez
- The Department of Pediatrics, Rutgers Robert Wood Johnson Medical School (ME Jimenez, D Lima, and PA Shelton), New Brunswick, NJ; Boggs Center on Developmental Disabilities, Rutgers Robert Wood Johnson Medical School (ME Jimenez), New Brunswick, NJ; Child Health Institute of New Jersey, Rutgers Robert Wood Johnson Medical School (ME Jimenez), New Brunswick, NJ; Department of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School (ME Jimenez, BF Crabtree, SV Hudson, and M Pellerano), New Brunswick, NJ; Children's Specialized Hospital (ME Jimenez), New Brunswick, NJ.
| | - Benjamin F Crabtree
- Department of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School (ME Jimenez, BF Crabtree, SV Hudson, and M Pellerano), New Brunswick, NJ
| | - Shawna V Hudson
- Department of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School (ME Jimenez, BF Crabtree, SV Hudson, and M Pellerano), New Brunswick, NJ
| | | | - Daniel Lima
- The Department of Pediatrics, Rutgers Robert Wood Johnson Medical School (ME Jimenez, D Lima, and PA Shelton), New Brunswick, NJ
| | - Patricia A Shelton
- The Department of Pediatrics, Rutgers Robert Wood Johnson Medical School (ME Jimenez, D Lima, and PA Shelton), New Brunswick, NJ
| | - Julissa Veras
- School of Medicine and Dentistry University of Rochester (J Veras), Rochester, NY
| | - Yong Lin
- Rutgers School of Public Health (Y Lin), Piscataway, NJ
| | - Maria Pellerano
- Department of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School (ME Jimenez, BF Crabtree, SV Hudson, and M Pellerano), New Brunswick, NJ
| | - Lesley Morrow
- Rutgers Graduate School of Education (L Morrow), New Brunswick, NJ
| | - Brian L Strom
- Rutgers Biomedical Health Sciences (BL Strom), Newark, NJ
| |
Collapse
|
5
|
Morris LR, Bellon-Harn ML. Development and Functionality of an Internet-Based, Self-Managed Parent Training Program. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:722-733. [PMID: 33555959 DOI: 10.1044/2020_ajslp-20-00080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Purpose This research note evaluated a self-managed, Internet intervention (i.e., Success With Stories) designed to facilitate parental reading practices and beliefs. Method Twelve reviewers were composed of parents of young children, speech-language pathologists, and experts in self-managed, Internet intervention. Satisfaction of usability, content, presentation, suitability, and exercises of Success With Stories was examined using an intervention satisfaction rating. Value and usefulness of content was evaluated via a survey. Results Reviewers found content to be valuable and useful for facilitating parental reading practices and beliefs. Results indicated high satisfaction across all reviewers. Conclusion Results point toward strengths and limitations of the protocol and future directions.
Collapse
Affiliation(s)
- Lekeitha R Morris
- Department of Speech and Hearing Sciences, Lamar University, Beaumont, TX
| | | |
Collapse
|
6
|
Mathieu I, Wallis K, Japa I, Cordero R, Deverlis A, Steenhoff AP, Lowenthal E. Caregiver Strengths, Attitudes, and Concerns About Reading and Child Development in the Dominican Republic. Glob Pediatr Health 2020; 7:2333794X20942661. [PMID: 32743027 PMCID: PMC7376378 DOI: 10.1177/2333794x20942661] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2019] [Revised: 05/20/2020] [Accepted: 06/25/2020] [Indexed: 11/17/2022] Open
Abstract
Background. Parents' beliefs about and engagement in reading aloud to young children and other positive parenting practices have been associated with early childhood development (ECD) and later achievement. Aim. This exploratory study sought to assess parental attitudes and self-reported practices regarding ECD in a rural, low-income community in the Dominican Republic with many risk factors for ECD delays, including high rates of poverty, iron-deficiency anemia, and malnutrition. Methods. We used the Parent Reading Belief Inventory and open-ended questions to evaluate parental beliefs regarding reading, self-efficacy in promoting child development, current positive parenting practices, and parents' concerns about the development of their 0- to 5-year-old children in Consuelo, Dominican Republic. We explored associations between demographic factors and strength of positive parenting beliefs and practices. Results. Overall participants had positive attitudes toward reading and their own importance in promoting their children's development. Participants with at least some high school education had significantly higher Parent Reading Belief Inventory scores (P = .03) than those with less formal education. Participants reported frequently singing, talking, and playing with their children, but less frequently reading with them. Few participants had access to reading materials for young children. Parental interest in programs to support ECD was high. Parents raised concerns about their children's behavior, personal and educational attainment, and early literacy. Conclusion. Children whose parents have less formal education may benefit most from interventions to promote beliefs and practices likely to improve ECD. In this community, there is high interest in learning more about ECD.
Collapse
Affiliation(s)
| | - Kate Wallis
- Children’s Hospital of Philadelphia,
Philadelphia, PA, USA
| | - Ingrid Japa
- Centro de Salud Divina Providencia,
Consuelo, Dominican Republic
| | - Ramona Cordero
- Centro de Salud Divina Providencia,
Consuelo, Dominican Republic
| | | | | | | |
Collapse
|
7
|
Promoting parent academic expectations predicts improved school outcomes for low-income children entering kindergarten. J Sch Psychol 2017. [PMID: 28646976 DOI: 10.1016/j.jsp.2017.03.007] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
This study explored patterns of change in the REDI (Research-based Developmentally Informed) Parent program (REDI-P), designed to help parents support child learning at the transition into kindergarten. Participants were 200 prekindergarten children attending Head Start (55% European-American, 26% African American, 19% Latino, 56% male, Mage=4.45years, SD=0.29) and their primary caregivers, who were randomized to a 16-session home-visiting intervention (REDI-P) or a control group. Extending beyond a prior study documenting intervention effects on parenting behaviors and child kindergarten outcomes, this study assessed the impact of REDI-P on parent academic expectations, and then explored the degree to which intervention gains in three areas of parenting (parent-child interactive reading, parent-child conversations, parent academic expectations) predicted child outcomes in kindergarten (controlling for baseline values and a set of child and family characteristics). Results showed that REDI-P promoted significant gains in parent academic expectations, which in turn mediated intervention gains in child emergent literacy skills and self-directed learning. Results suggest a need to attend to the beliefs parents hold about their child's academic potential, as well as their behavioral support for child learning, when designing interventions to enhance the school success of children in low-income families.
Collapse
|
8
|
Gesell S, Wallace D, Tempesti T, Hux V, Barkin S. Increasing Latino Parents’ Verbal Interactions with Their Preschool-Aged Children. ACTA ACUST UNITED AC 2012. [DOI: 10.5402/2012/652406] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
The rapidly growing Hispanic American population is experiencing an academic achievement gap that seems to be rooted in disparities in early childhood education and literacy development. Children of non-English-speaking immigrant parents are at greatest risk of poor school performance, but there is potential to capitalize on immigrants’ drive by encouraging them to engage with their children in dialog while reading native-language storybooks. This paper reports on a community-based randomized controlled trial () delivered to mostly Mexican immigrant parents of preschool-age children. Intervention group parents attended three monthly 60-minute sessions based on the Dialogic Reading Model—C.A.R. (Comment and Wait, Ask Questions and Wait, and Respond by Adding More), which teaches parents to have a conversation about pictures in books, with the goal of enhancing verbal exchanges with the child in the parent’s native language. After the 3-month intervention, parents in the bilingual early language development intervention reported placing greater value on children’s active verbal participation in reading compared to control group parents who participated in a healthy lifestyle intervention. These results suggest that Hispanics’ educational outcomes may be improved by educating parents on the value of playful conversations with young children while reading books in one’s native language.
Collapse
Affiliation(s)
- Sabina Gesell
- Vanderbilt School of Medicine, 2nd Floor, 2146 Belcourt Avenue, Nashville, TN 37212, USA
| | - Dan Wallace
- Vanderbilt University’s Peabody College, 230 Appleton Place, Nashville, TN 37203, USA
| | - Tommaso Tempesti
- University of Massachusetts Lowell, One University Avenue, Lowell, MA 01854, USA
| | - Vanessa Hux
- Vanderbilt University School of Medicine, 2200 Children’s Way, DOT8246, Nashville, TN 37232, USA
| | - Shari Barkin
- Vanderbilt University School of Medicine, 2200 Children’s Way, DOT8246, Nashville, TN 37232, USA
| |
Collapse
|