Parent-Mediated Reading Interventions With Children Up To Four Years Old: A Systematic Review.
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 establi...
| Publicado en: | Issues in Comprehensive Pediatric Nursing Vol. 38; no. 1; pp. 39 - 57 |
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| Autores principales: | , , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Mar2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103751346&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103751346 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01460862 B9E jtl: Issues in Comprehensive Pediatric Nursing issn: 01460862 maglogo: Y pubinfo: dt: Mar2015 vid: 38 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 103751346 100749438 10.3109/01460862.2014.983279 NLM25533602 103751346 ppf: 39 ppct: 18 formats: fmt: @attributes: type: P tig: atl: Parent-Mediated Reading Interventions With Children Up To Four Years Old: A Systematic Review. aug: au: Sloat, Elizabeth A. Letourneau, Nicole L. Joschko, Justin R. Schryer, Erin A. Colpitts, Jennifer E. affil: Faculty of Education, University of New Brunswick Canada sug: subj: Parental Role Reading Parent-Child Relations Program Evaluation Outcomes of Education Early Childhood Intervention Literacy Human Systematic Review Medline Embase ERIC Database Psycinfo CINAHL Database Child Data Analysis Software Descriptive Statistics Confidence Intervals Models, Statistical Thematic Analysis Funding Source Child: 6-12 years ab: 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. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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