Effects of Early Literacy Promotion on Child Language Development and Home Reading Environment: A Randomized Controlled Trial

Objective: To determine if early literacy promotion, which consisted of board books and reading promotion beginning with newborns, is more effective than standard literacy promotion beginning at 6 months. Study design: Hybrid type 1 randomized controlled implementation trial of Medicaid-eligible new...

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Main Authors: James P. Guevara, MD, MPH, Danielle Erkoboni, MD, Marsha Gerdes, PhD, Sherry Winston, MS, Danielle Sands, MPH, Kirsten Rogers, BS, Trude Haecker, MD, Manuel E. Jimenez, MD, MSHP, Alan L. Mendelsohn, MD
Format: Article
Language:English
Published: Elsevier 2020-01-01
Series:The Journal of Pediatrics: X
Subjects:
Online Access:http://www.sciencedirect.com/science/article/pii/S259004202030001X
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spelling doaj-58bdaf586e204edba7328aa3ea90d4302020-11-25T03:34:22ZengElsevierThe Journal of Pediatrics: X2590-04202020-01-012100020Effects of Early Literacy Promotion on Child Language Development and Home Reading Environment: A Randomized Controlled TrialJames P. Guevara, MD, MPH0Danielle Erkoboni, MD1Marsha Gerdes, PhD2Sherry Winston, MS3Danielle Sands, MPH4Kirsten Rogers, BS5Trude Haecker, MD6Manuel E. Jimenez, MD, MSHP7Alan L. Mendelsohn, MD8PolicyLab, Center to Bridge Research, Practice, and Policy, The Children's Hospital of Philadelphia, Philadelphia, PA; Leonard Davis Institute of Health Economics, University of Pennsylvania, Philadelphia, PA; Center for Clinical Epidemiology &amp; Biostatistics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA; Reprint requests: James P. Guevara, MD, MPH, Roberts Center for Pediatric Research, The Children's Hospital of Philadelphia, 2716 South Street, Rm 11-172, Philadelphia, PA 19146.PolicyLab, Center to Bridge Research, Practice, and Policy, The Children's Hospital of Philadelphia, Philadelphia, PA; National Clinicians Scholars Program, University of Pennsylvania, Philadelphia, PAPolicyLab, Center to Bridge Research, Practice, and Policy, The Children's Hospital of Philadelphia, Philadelphia, PAPolicyLab, Center to Bridge Research, Practice, and Policy, The Children's Hospital of Philadelphia, Philadelphia, PAPolicyLab, Center to Bridge Research, Practice, and Policy, The Children's Hospital of Philadelphia, Philadelphia, PAReach Out and Read Philadelphia, The Children's Hospital of Philadelphia, Philadelphia, PAReach Out and Read Philadelphia, The Children's Hospital of Philadelphia, Philadelphia, PADepartment of Pediatrics, Rutgers Robert Wood Johnson Medical School, Rutgers University, New Brunswick, NJDepartments of Pediatrics and Population Health, New York University School of Medicine, New York, NYObjective: To determine if early literacy promotion, which consisted of board books and reading promotion beginning with newborns, is more effective than standard literacy promotion beginning at 6 months. Study design: Hybrid type 1 randomized controlled implementation trial of Medicaid-eligible newborns. Prior to 6 months of age, early literacy promotion participants received board books and reading promotion at well visits plus weekly text messages on reading, while standard literacy promotion participants only received weekly text messages on safety. Both groups received board books and reading promotion at well visits after 6 months as part of Reach Out and Read. Measures included proportion who received board books to assess implementation and StimQ Read Subscale (SQRS) scores and Preschool Language Scale-Fifth Edition (PLS-5) scores at 6 and 24 months to assess outcomes. Differences in measures were assessed using intention-to-treat analysis. Results: Of 120 newborns enrolled, most were African American, resided with a single parent, or had a parent with ≤high school education. Overall 82% of early literacy promotion participants received books/counseling at well visits <6 months old. Children in the early literacy promotion arm had greater SQRS scores (11.0 vs 9.4, P = .006) but similar PLS-5 scores at 6 months, but there were no differences in SQRS or PLS-5 scores between groups at 24 months. Conclusions: Implementation of a literacy promotion program early in infancy was associated with richer home reading environments at 6 months but did not improve language development. Although an early literacy program was feasible, additional study may be needed to assess other potential benefits. Trial registration: Clinicaltrials.gov: NCT02713659.http://www.sciencedirect.com/science/article/pii/S259004202030001Xchild developmentliteracy
collection DOAJ
language English
format Article
sources DOAJ
author James P. Guevara, MD, MPH
Danielle Erkoboni, MD
Marsha Gerdes, PhD
Sherry Winston, MS
Danielle Sands, MPH
Kirsten Rogers, BS
Trude Haecker, MD
Manuel E. Jimenez, MD, MSHP
Alan L. Mendelsohn, MD
spellingShingle James P. Guevara, MD, MPH
Danielle Erkoboni, MD
Marsha Gerdes, PhD
Sherry Winston, MS
Danielle Sands, MPH
Kirsten Rogers, BS
Trude Haecker, MD
Manuel E. Jimenez, MD, MSHP
Alan L. Mendelsohn, MD
Effects of Early Literacy Promotion on Child Language Development and Home Reading Environment: A Randomized Controlled Trial
The Journal of Pediatrics: X
child development
literacy
author_facet James P. Guevara, MD, MPH
Danielle Erkoboni, MD
Marsha Gerdes, PhD
Sherry Winston, MS
Danielle Sands, MPH
Kirsten Rogers, BS
Trude Haecker, MD
Manuel E. Jimenez, MD, MSHP
Alan L. Mendelsohn, MD
author_sort James P. Guevara, MD, MPH
title Effects of Early Literacy Promotion on Child Language Development and Home Reading Environment: A Randomized Controlled Trial
title_short Effects of Early Literacy Promotion on Child Language Development and Home Reading Environment: A Randomized Controlled Trial
title_full Effects of Early Literacy Promotion on Child Language Development and Home Reading Environment: A Randomized Controlled Trial
title_fullStr Effects of Early Literacy Promotion on Child Language Development and Home Reading Environment: A Randomized Controlled Trial
title_full_unstemmed Effects of Early Literacy Promotion on Child Language Development and Home Reading Environment: A Randomized Controlled Trial
title_sort effects of early literacy promotion on child language development and home reading environment: a randomized controlled trial
publisher Elsevier
series The Journal of Pediatrics: X
issn 2590-0420
publishDate 2020-01-01
description Objective: To determine if early literacy promotion, which consisted of board books and reading promotion beginning with newborns, is more effective than standard literacy promotion beginning at 6 months. Study design: Hybrid type 1 randomized controlled implementation trial of Medicaid-eligible newborns. Prior to 6 months of age, early literacy promotion participants received board books and reading promotion at well visits plus weekly text messages on reading, while standard literacy promotion participants only received weekly text messages on safety. Both groups received board books and reading promotion at well visits after 6 months as part of Reach Out and Read. Measures included proportion who received board books to assess implementation and StimQ Read Subscale (SQRS) scores and Preschool Language Scale-Fifth Edition (PLS-5) scores at 6 and 24 months to assess outcomes. Differences in measures were assessed using intention-to-treat analysis. Results: Of 120 newborns enrolled, most were African American, resided with a single parent, or had a parent with ≤high school education. Overall 82% of early literacy promotion participants received books/counseling at well visits <6 months old. Children in the early literacy promotion arm had greater SQRS scores (11.0 vs 9.4, P = .006) but similar PLS-5 scores at 6 months, but there were no differences in SQRS or PLS-5 scores between groups at 24 months. Conclusions: Implementation of a literacy promotion program early in infancy was associated with richer home reading environments at 6 months but did not improve language development. Although an early literacy program was feasible, additional study may be needed to assess other potential benefits. Trial registration: Clinicaltrials.gov: NCT02713659.
topic child development
literacy
url http://www.sciencedirect.com/science/article/pii/S259004202030001X
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