Read To Me! Parent-Child Book-Reading and Early Literacy Intervention Programs

Date of Award

2010

Document Type

Thesis

Degree Name

Bachelors

Department

Social Sciences

First Advisor

Fitzgerald, Keith

Keywords

Policy, Intervention, Book-Reading

Area of Concentration

Public Policy

Abstract

Parent-child book-reading has been repeatedly linked to benefits in child development and later academic achievement. Additionally, research indicates that the benefits of shared-reading are most salient during the early years of life before children enter school. However, the quality of book-reading interactions is influenced by a multitude of factors�such as culture, parent education level, and parent beliefs about education and literacy. Home-based intervention programs aim to provide parents with strategies to utilize during book-reading which encourage child development�in an effort to prepare them for the transition to formal schooling and promote later academic achievement. Though these programs have been successful, interventions must be inexpensive as well as require minimal amounts of time in order to be feasible and motivate busy parents to participate. The option of classroom-based book-reading interventions has also been explored. Though interventions in the classroom have resulted in benefits for children, comparisons with interventions in the home have further solidified the importance of home-based components of intervention programs in order to encourage the greatest increases in child development.

Rights

This bibliographic record is available under the Creative Commons CC0 public domain dedication. The New College of Florida, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.

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