TY - JOUR
T1 - Factors Associated with Increased Reading Frequency in Children Exposed to Reach Out and Read
AU - Rikin, Sharon
AU - Glatt, Kevin
AU - Simpson, Pippa
AU - Cao, Yumei
AU - Anene-Maidoh, Ogugua
AU - Willis, Earnestine
N1 - Funding Information:
All phases of this study were supported by the Herzfeld Foundation , WE Energies , and the Davis Family Foundation . The funding sources had no involvement in study design or in data collection, analysis, or interpretation. The principal investigator of this study was Dr Earnestine Willis.
PY - 2015/11
Y1 - 2015/11
N2 - Objective A 2014 American Academy of Pediatrics Policy Statement on Literacy Promotion recommends providers endorse daily caregiver-child reading during health supervision visits. Reach Out and Read (ROR) is a widely used model of office-based early literacy promotion. We hypothesized that exposure to ROR and other variables such as reading as part of a bedtime routine positively correlate with caregiver-child reading frequency. Methods This is a cross-sectional study based on a convenience sample of caregivers at 8 ROR-Milwaukee sites, which serve predominantly low-income populations in Milwaukee. On the basis of results of previously validated questionnaires, odds ratios were calculated to determine which variables are significantly associated with caregivers' reading to children 0 to 2 (rarely), 3 to 6 (often), and 7 (daily) days per week. Random forest analysis was performed to examine relative importance of variables in predicting caregivers' reading frequency. Results A total of 256 caregivers were eligible for analysis; those who reported receiving ≥4 books from pediatricians read to children more days per week compared to those receiving fewer books (5.07 vs 3.61, P <.001) and were more likely to read daily (odds ratio 3.07, 95% confidence interval 1.80-5.23). Caregivers' interest in reading, number of children's books in the home, reading as part of a bedtime routine, and number of books received from pediatricians were among the most important variables in distinguishing rarely, often, and daily reading caregivers. Conclusions Exposure to ROR-Milwaukee's intervention is associated with increased reading frequency. Identified variables such as reading as a bedtime routine and number of children's books in the home should be targets for future literacy-promoting interventions.
AB - Objective A 2014 American Academy of Pediatrics Policy Statement on Literacy Promotion recommends providers endorse daily caregiver-child reading during health supervision visits. Reach Out and Read (ROR) is a widely used model of office-based early literacy promotion. We hypothesized that exposure to ROR and other variables such as reading as part of a bedtime routine positively correlate with caregiver-child reading frequency. Methods This is a cross-sectional study based on a convenience sample of caregivers at 8 ROR-Milwaukee sites, which serve predominantly low-income populations in Milwaukee. On the basis of results of previously validated questionnaires, odds ratios were calculated to determine which variables are significantly associated with caregivers' reading to children 0 to 2 (rarely), 3 to 6 (often), and 7 (daily) days per week. Random forest analysis was performed to examine relative importance of variables in predicting caregivers' reading frequency. Results A total of 256 caregivers were eligible for analysis; those who reported receiving ≥4 books from pediatricians read to children more days per week compared to those receiving fewer books (5.07 vs 3.61, P <.001) and were more likely to read daily (odds ratio 3.07, 95% confidence interval 1.80-5.23). Caregivers' interest in reading, number of children's books in the home, reading as part of a bedtime routine, and number of books received from pediatricians were among the most important variables in distinguishing rarely, often, and daily reading caregivers. Conclusions Exposure to ROR-Milwaukee's intervention is associated with increased reading frequency. Identified variables such as reading as a bedtime routine and number of children's books in the home should be targets for future literacy-promoting interventions.
KW - literacy
KW - pediatrics
KW - primary care
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U2 - 10.1016/j.acap.2015.08.008
DO - 10.1016/j.acap.2015.08.008
M3 - Article
C2 - 26409305
AN - SCOPUS:84947032310
SN - 1876-2859
VL - 15
SP - 651
EP - 657
JO - Academic Pediatrics
JF - Academic Pediatrics
IS - 6
ER -