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dc.contributor.authorGoldfeld, Sharon
dc.contributor.authorNapiza, Natasha
dc.contributor.authorQuach, Jon
dc.contributor.authorReilly, Sheena
dc.contributor.authorUkoumunne, Obioha C
dc.contributor.authorWake, Melissa
dc.date.accessioned2018-04-27T02:45:56Z
dc.date.available2018-04-27T02:45:56Z
dc.date.issued2011
dc.identifier.issn0031-4005
dc.identifier.doi10.1542/peds.2009-3043
dc.identifier.urihttp://hdl.handle.net/10072/173447
dc.description.abstractBACKGROUND: Early shared reading and literacy promotion benefits have stimulated international interest in the development of early-years literacy-promotion programs despite limited evidence of effectiveness at a broader population level. OBJECTIVE: To determine whether a population-based primary care literacy promotion intervention during the first 2 years of life improves early markers of subsequent literacy by 2 years of age. DESIGN AND METHODS: This cluster randomized controlled trial took place in 5 relatively disadvantaged areas in Melbourne, Australia. Infants attending their maternal and child health centers were recruited at age 1–2 months. The intervention (4–8, 12, and 18 months) comprised maternal and child health nurses modelling shared reading activities to parents, supported by parent information and free books. Outcomes (at 2 years) included expressive vocabulary (MacArthur Bates Communicative Development Inventory), communication (Communication and Symbolic Behavior Scales), and home literacy environment (StimQ-Toddler). We analyzed the outcomes using random-effects (linear regression) models allowing for clustering. RESULTS: A total of 552 families (87.6%; 324 intervention and 228 control families) of 630 recruited families (66.5% response) were retained to outcome. A total of 97.3% of intervention parents received some (93.7% to all) of the intervention. At 2 years, the trial arms had similar vocabulary (adjusted mean difference: −2.0 [95% confidence interval: −6.2 to 2.2]; P = .36), communication (adjusted mean difference: 0.2 [95% confidence interval: −2.3 to 2.7]; P = .87), and home literacy (adjusted mean difference: −0.4 [95% confidence interval: −1.0 to 0.2]; P = .21). CONCLUSIONS: This universal literacy-promotion program was not beneficial in relatively disadvantaged communities by the age of 2 years and may be ineffective. Alternative interpretations may relate to program intensity, reach and/or sleeper effects. Definitive outcomes at 4 years are awaited.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherAmerican Academy of Pediatrics
dc.relation.ispartofpagefrom445
dc.relation.ispartofpageto453
dc.relation.ispartofissue3
dc.relation.ispartofjournalPediatrics
dc.relation.ispartofvolume127
dc.subject.fieldofresearchPaediatrics and Reproductive Medicine not elsewhere classified
dc.subject.fieldofresearchMedical and Health Sciences
dc.subject.fieldofresearchPsychology and Cognitive Sciences
dc.subject.fieldofresearchcode111499
dc.subject.fieldofresearchcode11
dc.subject.fieldofresearchcode17
dc.titleOutcomes of a universal shared reading intervention by 2 years of age: The let's read trial
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorReilly, Sheena


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