Reading Aloud and Child Development: a Cluster-randomized Trial in Brazil

Randomized Controlled Trial

. 2018 January;141(1):e20170723.

doi: 10.1542/peds.2017-0723.

Reading Aloud and Child Development: A Cluster-Randomized Trial in Brazil

Affiliations

• PMID: 29284645
• PMCID: PMC5744270
• DOI: ten.1542/peds.2017-0723

Costless PMC article

Randomized Controlled Trial

Reading Aloud and Child Development: A Cluster-Randomized Trial in Brazil

Adriana Weisleder  et al. Pediatrics. 2018 January .

Complimentary PMC article

Abstract

Objectives: Many children in low- and middle-income countries fail to reach their developmental potential. We sought to determine if a parenting programme focused on the promotion of reading aloud enhanced parent-child interactions and kid evolution amidst depression-income families in northern Brazil.

Methods: This was a cluster-randomized study of educational child care centers randomly assigned to receive an boosted parenting program (intervention) or standard child care without a parenting component (control). Parent-kid dyads were enrolled at the outset of the school year and were assessed at enrollment and at the end of the school year. Families in intervention centers could borrow children's books on a weekly footing and could participate in monthly parent workshops focused on reading aloud. We compared parents and children in intervention and control centers 9 months after the start of the intervention on measures of parent-kid interaction and child language, cognitive, and social-emotional development.

Results: 5 hundred and 60-six parent-child dyads (279 intervention; 287 command) in 12 child care clusters (26-76 children per cluster) were assessed at enrollment; 464 (86%) contributed follow-up data. Parents in the intervention grouping engaged in significantly greater cognitive stimulation (Cohen'south d = 0.43) and higher quantity and quality of reading interactions (d = 0.52-0.57) than controls; children in the intervention scored significantly college than controls on receptive vocabulary (d = 0.33), working memory (d = 0.46), and IQ (d = 0.33).

Conclusions: An innovative programme focused on the promotion of parent-child reading aloud resulted in benefits to parent-kid interactions and to kid linguistic communication and cognitive evolution that were greater than those provided by educational child intendance alone. This promising approach merits further evaluation at scale.

Copyright © 2018 by the American University of Pediatrics.

Conflict of interest statement

POTENTIAL Disharmonize OF INTEREST: Ms Mazzuchelli, Dr Lopez, and Mr Neto are employed past the Instituto Alfa e Beto, and Dr Oliveira is the President of Instituto Alfa due east Beto, a nonprofit system; the other authors accept indicated they have no potential conflicts of interest to disclose.

Figures

Figure 1

Participant flow (Consolidated Standards of Reporting Trials diagram).

Effigy 2

Timeline of research and intervention activities. Each solid pointer indicates 1 parent workshop.

FIGURE iii

Scores at baseline and follow-up for intervention and control groups assessed at both fourth dimension points on (A) receptive vocabulary, (B) working memory, and (C) IQ. Acme panels bear witness unadjusted means over participants, with error bars representing SEM. Bottom panels evidence unadjusted ways for each cluster (half dozen control clusters, six intervention clusters). ^a Includes only children ii.5 years or older, for whom standard scores could be calculated.

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Source: https://pubmed.ncbi.nlm.nih.gov/29284645/

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