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Uthirasamy N, Reddy M, Hemler JR, Devine KA, Cordoba D, Pai S, Ramachandran U, Mackie TI, Jimenez ME. Reach Out and Read Implementation: A Scoping Review. Acad Pediatr 2023; 23:520-549. [PMID: 36464156 PMCID: PMC10149560 DOI: 10.1016/j.acap.2022.11.012] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/06/2022] [Revised: 10/18/2022] [Accepted: 11/19/2022] [Indexed: 12/03/2022]
Abstract
BACKGROUND Reach Out and Read (ROR) is an evidence-based literacy promotion intervention that leverages the near-universal access to children of primary care practices to promote optimal child development. While several studies document ROR's effectiveness, its implementation remains understudied. OBJECTIVE This scoping review examines the existing literature to better understand ROR implementation. DATA SOURCES PubMed, ERIC, Web of Science, Academic Search Premier, ProQuest Education Database, and CINAHL. STUDY SELECTION We included peer-reviewed English-language papers focusing on ROR in an ambulatory setting in North America. DATA EXTRACTION Extracted variables were informed by the Template for Intervention Description and Replication checklist and included publication year, title, author(s), clinic location, study design, study aim, ROR implementation, modifications, implementation assessment, barriers, facilitators, and outcomes. RESULTS Seventy-one papers were included, of which 43 were research articles. We identified substantial variation in ROR implementation including differences in components delivered. A considerable number of research articles did not assess ROR implementation. The most common barriers to ROR implementation were at the system level (ie, financing and inadequate time). Modifications and enhancements to ROR are emerging; most address barriers at the clinician and family level. LIMITATIONS This review was limited to published English language papers focusing on ROR. CONCLUSIONS ROR implementation varies across studies, and many did not assess implementation. Consistent reporting and assessment of ROR implementation could create opportunities to better understand the mechanisms underlying ROR's effects and inform other early childhood interventions that seek to promote optimal development at the population level.
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Affiliation(s)
- Nila Uthirasamy
- Department of Pediatrics, Rutgers Robert Wood Johnson Medical School (N Uthirasamy, KA Devine, D Cordobaa, S Pai, U Ramachandran, and ME Jimenez), Piscataway, NJ
| | - Mayuri Reddy
- Rutgers New Jersey Medical School (M Reddy), Newark, NJ
| | - Jennifer R Hemler
- Department of Family Medicine and Community Health, Research Division, Rutgers Robert Wood Johnson Medical School (JR Hemler and ME Jimenez), New Brunswick, NJ
| | - Katie A Devine
- Department of Pediatrics, Rutgers Robert Wood Johnson Medical School (N Uthirasamy, KA Devine, D Cordobaa, S Pai, U Ramachandran, and ME Jimenez), Piscataway, NJ; Rutgers Cancer Institute of New Jersey (KA Devine), New Brunswick, NJ
| | - David Cordoba
- Department of Pediatrics, Rutgers Robert Wood Johnson Medical School (N Uthirasamy, KA Devine, D Cordobaa, S Pai, U Ramachandran, and ME Jimenez), Piscataway, NJ
| | - Shilpa Pai
- Department of Pediatrics, Rutgers Robert Wood Johnson Medical School (N Uthirasamy, KA Devine, D Cordobaa, S Pai, U Ramachandran, and ME Jimenez), Piscataway, NJ
| | - Usha Ramachandran
- Department of Pediatrics, Rutgers Robert Wood Johnson Medical School (N Uthirasamy, KA Devine, D Cordobaa, S Pai, U Ramachandran, and ME Jimenez), Piscataway, NJ
| | - Thomas I Mackie
- Department of Health Policy and Management, School of Public Health, SUNY Downstate Health Sciences University (TI Mackie), Brooklyn, NY
| | - Manuel E Jimenez
- Department of Pediatrics, Rutgers Robert Wood Johnson Medical School (N Uthirasamy, KA Devine, D Cordobaa, S Pai, U Ramachandran, and ME Jimenez), Piscataway, NJ; Department of Family Medicine and Community Health, Research Division, Rutgers Robert Wood Johnson Medical School (JR Hemler and ME Jimenez), New Brunswick, NJ; Children's Specialized Hospital (ME Jimenez), New Brunswick, NJ.
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Choi Y, Uthirasamy N, Córdoba D, Morrow LM, Perez-Cortes S, Ramachandran U, Pai S, Lima D, Shelton PA, Jimenez ME. Feasibility and Acceptability of an Online Family Literacy Program in an Under-Resourced Community During the COVID-19 Pandemic. J Dev Behav Pediatr 2023; 44:e104-e110. [PMID: 36750983 PMCID: PMC9930163 DOI: 10.1097/dbp.0000000000001155] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Accepted: 10/12/2022] [Indexed: 02/09/2023]
Abstract
OBJECTIVE The objective of this study was to examine the feasibility and acceptability of an online family literacy program (FLP) among low-income Latino families during the COVID-19 pandemic. METHODS We conducted a mixed methods pilot study. Latino parent-child dyads participated in an 8-week online FLP conducted on video conferencing software, developed through a cross-sector health care-education partnership. We conducted surveys and structured observation to assess feasibility and acceptability and in-depth interviews to gain insight into the context of participants' experiences during the pandemic. RESULTS The 35 participating parent-child dyads all identified as Latino, 83% reported limited English proficiency, and 60% of parents did not achieve a high school diploma. Nearly two-thirds of families participated in at least half of the sessions. On average, parents welcomed, liked, approved, and found the program appealing. While 86% experienced a technology problem at least once during sessions, all were resolved with minimal assistance. During qualitative interviews, we identified 3 themes that provide insight into their experiences with the FLP within the broader context of the pandemic: (1) disruption in family routine and financial strain caused by COVID-19 intensified family stress, (2) the forced transition to remote learning highlighted the inequities experienced by Latino preschool children, and (3) the FLP empowered parents and enhanced health and education experiences. CONCLUSION Latino families had high participation levels in an online FLP and found it acceptable. Additional work is needed to understand how similar primary care programs can be leveraged to promote optimal development during a time of heightened need.
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Affiliation(s)
- Yewoon Choi
- The Department of Pediatrics, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854
| | - Nila Uthirasamy
- The Department of Pediatrics, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854
| | - David Córdoba
- The Department of Pediatrics, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854
| | - Lesley Mandel Morrow
- Graduate School of Education, Rutgers University-New Brunswick, 10 Seminary Place, New Brunswick, NJ 08901
| | - Silvia Perez-Cortes
- The Department of World Languages and Cultures, 405-407 Cooper Street Camden, NJ
| | - Usha Ramachandran
- The Department of Pediatrics, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854
| | - Shilpa Pai
- The Department of Pediatrics, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854
| | - Daniel Lima
- The Department of Pediatrics, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854
| | - Patricia A. Shelton
- The Department of Pediatrics, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854
| | - Manuel E. Jimenez
- The Department of Pediatrics, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854
- The Child Health Institute of New Jersey, 89 French St New Brunswick, NJ, 08901
- Children’s Specialized Hospital, 200 Somerset Street New Brunswick, NJ 08901
- The Department of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854
- Boggs Center On Developmental Disabilities, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854
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Jimenez ME, Hemler JR, Uthirasamy N, Bator A, Forbes DH, Lucas M, Ramachandran U, Crabtree BF, Mackie TI. A Mixed-Methods Investigation Examining Site-Level Variation in Reach Out and Read Implementation. Acad Pediatr 2022:S1876-2859(22)00574-5. [PMID: 36496152 DOI: 10.1016/j.acap.2022.11.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Revised: 11/22/2022] [Accepted: 11/30/2022] [Indexed: 12/12/2022]
Abstract
OBJECTIVE Reach Out and Read (ROR) is an evidence-based early childhood intervention that has been implemented at scale, yet description of ROR implementation is inconsistent. This study engages implementation science to examine ROR delivery and site-level variation. METHODS As part of an ongoing clinical trial, we conducted a mixed-methods study in 3 community health centers (CHCs) that serve low-income Latino families. We integrated quantitative parent survey data, qualitative data from monthly key informant interviews with ROR site leaders over 1 year, and in-depth interviews with 18 additional clinicians. At enrollment, parents reported whether they received a children's book, guidance on reading, and modeling from clinicians. We analyzed quantitative data using descriptive statistics, and qualitative data iteratively engaging emergent and a priori codes drawn from the Template for Intervention Description and Replication Checklist. RESULTS Three hundred Latino parents (mean age: 31; 75% ≤HS education) completed surveys. The mean child age was 8 months. Overall, most parents reported receiving a book (84%) and guidance (73%), but fewer experienced modeling (23%). Components parents received varied across CHCs. Two themes emerged to explain the variation observed: 1) differences in the perceived purpose of shared reading and book delivery aligned with variation in implementation, and 2) site-level barriers affected what components were implemented. CONCLUSION Because of substantive variation in ROR implementation across sites, systematic descriptions using established frameworks and corresponding measurement to characterize ROR implementation may enhance our understanding of mechanisms underlying ROR's effects, which clinicians and policymakers can use to maximize ROR's impact.
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Affiliation(s)
- Manuel E Jimenez
- Department of Pediatrics, Rutgers Robert Wood Johnson Medical School (ME Jimenez and U Ramachandran), New Brunswick, NJ; Department of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School (ME Jimenez, JR Hemler, N Uthirasamy, A Bator, and BF Crabtree), New Brunswick, NJ; Children's Specialized Hospital (ME Jimenez), New Brunswick, NJ.
| | - Jennifer R Hemler
- Department of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School (ME Jimenez, JR Hemler, N Uthirasamy, A Bator, and BF Crabtree), New Brunswick, NJ
| | - Nila Uthirasamy
- Department of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School (ME Jimenez, JR Hemler, N Uthirasamy, A Bator, and BF Crabtree), New Brunswick, NJ
| | - Alicja Bator
- Department of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School (ME Jimenez, JR Hemler, N Uthirasamy, A Bator, and BF Crabtree), New Brunswick, NJ
| | - Darlene H Forbes
- Department of Pediatrics, Jewish Renaissance Medical Center (DH Forbes), Perth Amboy, NJ
| | - Michael Lucas
- Saint Peters University Hospital Pediatric Faculty Group (M Lucas), New Brunswick, NJ
| | - Usha Ramachandran
- Department of Pediatrics, Rutgers Robert Wood Johnson Medical School (ME Jimenez and U Ramachandran), New Brunswick, NJ; Department of Pediatrics, Eric B. Chandler Health Center (U Ramachandran), New Brunswick, NJ
| | - Benjamin F Crabtree
- Department of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School (ME Jimenez, JR Hemler, N Uthirasamy, A Bator, and BF Crabtree), New Brunswick, NJ
| | - Thomas I Mackie
- Department of Health Policy and Management, SUNY Downstate Health Sciences University (TI Mackie), Brooklyn, NY
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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] [What about the content of this article? (0)] [Affiliation(s)] [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.
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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
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Jimenez ME, Crabtree BF, Veras J, Shelton PA, Mendelsohn AL, Mackie TI, Guevara JP, Pellerano M, Lima D, Hudson SV. Latino Parents' Experiences With Literacy Promotion in Primary Care: Facilitators and Barriers. Acad Pediatr 2020; 20:1177-1183. [PMID: 32795690 PMCID: PMC7655684 DOI: 10.1016/j.acap.2020.08.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/04/2019] [Revised: 07/27/2020] [Accepted: 08/06/2020] [Indexed: 12/20/2022]
Abstract
OBJECTIVE Literacy promotion is a pediatric standard of care in which clinicians provide guidance on shared reading. Latino parents are more likely to hear advice to read with children but are less likely to do so. We sought to understand literacy promotion from the perspective of Latino parents and to identify facilitators and barriers. METHODS We purposively sampled Latino parents who participated in Reach Out and Read (ROR) for a qualitative, semistructured interview study. We identified themes using immersion/crystallization and achieved thematic saturation after 21 interviews. RESULTS Two thirds of participants had less than high school education; half of whom had not completed eighth grade. The mean child age was 16.4 months. Primary facilitators of engagement were advice from a pediatrician during a clinical encounter and receipt of the ROR book. Barriers identified included: 1) parents' perceptions that their children were not developmentally ready and that their children's behavior (eg, activity) indicated they were not interested in shared reading; 2) self-perceived limited literacy and/or English proficiency; 3) parenting demands occurring in the context of poverty; and 4) continued child media use despite advice from pediatricians to choose alternate activities such as shared reading instead. CONCLUSIONS Parent-clinician relationships are central to ROR's impact but clinicians need to pay more attention to factors in a child's broader environment to strengthen literacy promotion. Specifically clinicians should emphasize skill building during the clinical encounter (eg, sharing knowledge about child development and modeling) and work collaboratively with other stakeholders to address poverty-related stressors.
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Affiliation(s)
- Manuel E. Jimenez
- The Department of Pediatrics, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854;,Boggs Center on Developmental Disabilities, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854;,Child Health Institute of New Jersey, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854;,Department of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854;,Children’s Specialized Hospital, 200 Somerset St. New Brunswick, NJ 08901
| | - Benjamin F. Crabtree
- Department of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854
| | - Julissa Veras
- The Department of Pediatrics, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854
| | - Patricia A. Shelton
- The Department of Pediatrics, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854
| | - Alan L. Mendelsohn
- Department of Pediatrics, New York University School of Medicine/Bellevue Hospital Center, 462 First Avenue, New York, NY 10016
| | - Thomas I. Mackie
- Rutgers School of Public Health, 683 Hoes Ln W, Piscataway, NJ 08854
| | - James P. Guevara
- Department of Pediatrics, Children’s Hospital of Philadelphia, 3401 Civic Center Blvd. Philadelphia, PA 19104
| | - Maria Pellerano
- Department of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854
| | - Daniel Lima
- The Department of Pediatrics, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854
| | - Shawna V. Hudson
- Department of Family Medicine and Community Health, Rutgers Robert Wood Johnson Medical School, 675 Hoes Lane Piscataway, NJ 08854
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Abstract
Attendance at well-child visits (WCVs) is a sine qua non of preventive care. We hypothesized that Reach Out and Read (ROR) would be associated with better WCV attendance. Parents of children 76 to 72 months at 8 clinics who did not yet have ROR reported how many WCVs their child had attended in the previous year; separate samples at the same clinics were interviewed 16 months after the ROR program was instituted. Comparing 267 parents before ROR and 254 after, the percentage who had attended the minimum number of WCVs required by the American Academy of Pediatrics periodicity schedule rose from 67.4% (180/267) to 78.3% (199/254; P < .01). This difference remained significant after controlling for multiple potential confounding factors (estimated odds ratio = 2.1, 95% confidence interval = 1.3-3.5). The largest differences were among Latino children and children of less-educated parents. Programs to enhance early literacy may increase attendance at WCVs among at-risk families.
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Affiliation(s)
| | - Benard P Dreyer
- 2 New York University, New York, NY, USA
- 3 Bellevue Hospital Center, New York, NY, USA
| | - Perri Klass
- 2 New York University, New York, NY, USA
- 3 Bellevue Hospital Center, New York, NY, USA
| | - Alan L Mendelsohn
- 2 New York University, New York, NY, USA
- 3 Bellevue Hospital Center, New York, NY, USA
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Abstract
Literacy promotion (LP) is an essential component of primary care. This study explored different LP strategies in 2 cohorts of children aged 6 months to 6 years coming for routine care. In cohort 1 (N = 24), LP consisted mainly of advice. In cohort 2 (C2, N = 21), LP prioritized observing parent-child dyads reading aloud and giving feedback. Parents were interviewed 1 to 2 weeks later. LP took longer in C2 (138 ± 66 seconds vs 73 ± 50, P < .001), and parents were more likely to recall having learned about reading aloud (48% vs 8%, P < .001), even after controlling for time spent. More parents in C2 reported uncertainty about their reading aloud skills (73% vs 22%, P < .002) and a desire to learn more about reading aloud (100% vs 17%, P < .001). Observation and feedback may make LP more memorable to parents and is more likely to motivate parents to improve their skills in this area.
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Affiliation(s)
- Robert Needlman
- 1 Case Western Reserve University, Cleveland, OH, USA.,2 MetroHealth Medical Center, Cleveland, OH, USA
| | - Zaeem Lone
- 2 MetroHealth Medical Center, Cleveland, OH, USA.,3 Johns Hopkins University, Baltimore, MD, USA
| | - Ryan Chae
- 2 MetroHealth Medical Center, Cleveland, OH, USA.,4 University of Cincinnati, Cincinnati, OH, USA
| | - Neelab Abdullah
- 2 MetroHealth Medical Center, Cleveland, OH, USA.,5 Baldwin Wallace College, Berea, OH, USA
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Abstract
Low literacy is associated with poor health. We sought to examine pediatricians' attitudes and practices regarding literacy promotion in early childhood. We distributed a self-administered 23-item survey to a random sample of 500 board certified or eligible New Jersey primary care pediatricians. 134 surveys were returned, 25 of which were excluded. In all, 91% of pediatricians in our sample agreed that literacy promotion was an essential aspect of practice, and two-thirds agreed that they conduct activities to promote literacy. A total of 77% of pediatricians who completed their training ≤20 years ago agreed that they were adequately trained to promote literacy compared with 58% who completed their training >20 years ago ( P = .04). Physicians reported several barriers including time constraints and insufficient funding. While most pediatricians in our sample support literacy promotion, less conducted activities in practice. Further study is needed to understand how to facilitate implementation of literacy promotion guidelines.
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Affiliation(s)
- Julia Mayne
- 1 Alpert Medical School of Brown University, Providence, RI, USA
| | - Shilpa Pai
- 2 Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ, USA
| | | | - Daniel Lima
- 2 Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ, USA
| | - Manuel E Jimenez
- 2 Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ, USA.,4 Children's Specialized Hospital, New Brunswick, NJ, USA
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Head Zauche L, Darcy Mahoney AE, Thul TA, Zauche MS, Weldon AB, Stapel-Wax JL. The Power of Language Nutrition for Children's Brain Development, Health, and Future Academic Achievement. J Pediatr Health Care 2017. [PMID: 28641740 DOI: 10.1016/j.pedhc.2017.01.007] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Language Nutrition, a term created to describe language exposure that is rich in quality and quantity and delivered in the context of social interactions, is crucial for a child's development and is strongly associated with his/her future literacy, academic achievement, and health. However, significant differences in children's early language environments contribute to disparities in their educational and health trajectories. Interventions, including book distribution programs, coaching parents to enrich their child's language environment, and public awareness campaigns, have all been shown to positively influence a child's access to language-rich interactions. Incorporating Language Nutrition coaching and literacy promotion into pediatrics is a promising platform for building the capacity of parents to provide language exposure to their children. By teaching parents both how and why to treat their child as a conversational partner and by modeling such interactions, pediatric health care providers can help parents set their children on a pathway toward literacy, educational success, and health.
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Sloat EA, Letourneau NL, Joschko JR, Schryer EA, Colpitts JE. Parent-mediated reading interventions with children up to four years old: a systematic review. ACTA ACUST UNITED AC 2014; 38:39-56. [PMID: 25533602 DOI: 10.3109/01460862.2014.983279] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Research demonstrates that literacy and academic achievement are predicated on the emergent literacy knowledge and skills children acquire from birth up to 4 years of age. Parents are children's first and most important language and literacy teachers, yet not all parents have the capacity to establish an adequate early literacy foundation. Efforts to address this situation have resulted in numerous programs aimed at fostering emergent literacy development. This systematic review evaluates evidence on the effectiveness of parent-mediated interventions that increase the time parents spend reading with young children up to 4 years old. Four studies met inclusion criteria, reporting outcomes for 664 children. Three provided data for meta-analysis of effects on reading duration. The standardized mean difference in reading duration was 1.61 (95% CI, 1.03, 2.19 fixed-effect), favoring intervention over control. Results indicate that interventions aimed at increasing the amount of time parents spend reading interactively with their children yield positive results. Findings also demonstrate that pediatric primary care providers are well positioned to deliver reading promotion programs to parents and preschoolers.
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Abstract
Reading regularly with young children stimulates optimal patterns of brain development and strengthens parent-child relationships at a critical time in child development, which, in turn, builds language, literacy, and social-emotional skills that last a lifetime. Pediatric providers have a unique opportunity to encourage parents to engage in this important and enjoyable activity with their children beginning in infancy. Research has revealed that parents listen and children learn as a result of literacy promotion by pediatricians, which provides a practical and evidence-based opportunity to support early brain development in primary care practice. The American Academy of Pediatrics (AAP) recommends that pediatric providers promote early literacy development for children beginning in infancy and continuing at least until the age of kindergarten entry by (1) advising all parents that reading aloud with young children can enhance parent-child relationships and prepare young minds to learn language and early literacy skills; (2) counseling all parents about developmentally appropriate shared-reading activities that are enjoyable for children and their parents and offer language-rich exposure to books, pictures, and the written word; (3) providing developmentally appropriate books given at health supervision visits for all high-risk, low-income young children; (4) using a robust spectrum of options to support and promote these efforts; and (5) partnering with other child advocates to influence national messaging and policies that support and promote these key early shared-reading experiences. The AAP supports federal and state funding for children's books to be provided at pediatric health supervision visits to children at high risk living at or near the poverty threshold and the integration of literacy promotion, an essential component of pediatric primary care, into pediatric resident education. This policy statement is supported by the AAP technical report "School Readiness" and supports the AAP policy statement "Early Childhood Adversity, Toxic Stress, and the Role of the Pediatrician: Translating Developmental Science Into Lifelong Health."
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