This article is more than 5 years old. Information may no longer be current.
Shared reading in infancy significantly improved later literacy, language outcomes
Click Here to Manage Email Alerts
Language and literacy outcomes in children are greatly impacted by the inclusion of shared reading in early infancy and toddlerhood, with effects sustained for up to 4 years, according to research presented at the 2017 Pediatric Academic Societies Meeting.
“There is a broad consensus that shared book reading is one of the most valuable contexts for early rich language interactions in the home, with ample evidence linking shared book reading with child language and literacy outcomes critical for the successful transition to school and long-term academic achievement,” Carolyn Cates, PhD, research assistant professor of pediatrics at NYU Langone Medical Center told Infectious Diseases in Children.
To examine the relationship between quality and quantity of early shared book reading on language, future literacy and early reading outcomes, the researchers conducted a longitudinal study of the reading habits of 250 mother-child dyads at 6, 14 and 24 months of age. Cates and colleagues assessed three groups of dyads: 185 pairs at 6 months, 166 pairs at 14 months and 235 pairs at 24 months.
In addition to predictors such as book reading quantity and quality, the researchers also evaluated outcomes, including expressive and receptive vocabulary, emergent literacy (name writing, beginning sound awareness, and print/word awareness) and early reading at 54 months.
According to study results, book reading quantity and quality during the 6-month assessment was found to predict expressive vocabulary at 54 months. Additionally, quality of book reading at 6 months correlated with a positive trend regarding advanced receptive vocabulary and early reading at 54 months.
When outcomes were analyzed at 14 months, the researchers found that both quality and quantity strongly predicted receptive vocabulary and increased expressive vocabulary. The quality of book reading at this age could also predict name writing, beginning sound awareness and early reading. Quantity at 14 months was linked to trends in beginning sound awareness.
The researchers observed similar results at the 24-month evaluation, with quality and quantity strongly predicting receptive and expressive language; at 24 months, both factors also predicted beginning sound awareness and early reading. Unique to this cohort, the quantity of shared book reading experienced could predict name writing and print/word awareness.
“Importantly, this study was conducted with children from low socioeconomic status households, an understudied population with greater risk of having sub-standard language and literacy skills at the time of school entry,” Cates said. “Results therefore reinforce current recommendations from the AAP to begin reading with babies during early infancy and also support the need for preventative programs in pediatric primary care.” —by Katherine Bortz.
Reference:
Cates C, et al. “Early Reading Matters: Long-term Impacts of Shared Bookreading with Infants and Toddlers on Language and Literacy Outcomes.” Presented at: The Pediatric Academic Societies Meeting; May 6-9, 2017; San Francisco, CA.
Disclosure: The researchers report no relevant financial disclosures.