Reading aloud and child development

A cluster-randomized trial in Brazil

Adriana Weisleder*, Denise S.R. Mazzuchelli, Aline Sá Lopez, Walfrido Duarte Neto, Carolyn Brockmeyer Cates, Hosana Alves Gonçalves, Rochele Paz Fonseca, João Oliveira, Alan L. Mendelsohn

*Corresponding author for this work

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Objectives: Many children in low- and middle-income countries fail to reach their developmental potential. We sought to determine if a parenting program focused on the promotion of reading aloud enhanced parent-child interactions and child development among low-income families in northern Brazil. Methods: This was a cluster-randomized study of educational child care centers randomly assigned to receive an additional parenting program (intervention) or standard child care without a parenting component (control). Parent-child dyads were enrolled at the beginning 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 basis 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-child interaction and child language, cognitive, and social-emotional development. Results: Five hundred and sixty-six parent-child dyads (279 intervention; 287 control) in 12 child care clusters (26-76 children per cluster) were assessed at enrollment; 464 (86%) contributed follow-up data. Parents in the intervention group engaged in significantly greater cognitive stimulation (Cohen's d = 0.43) and higher quantity and quality of reading interactions (d = 0.52-0.57) than controls; children in the intervention scored significantly higher than controls on receptive vocabulary (d = 0.33), working memory (d = 0.46), and IQ (d = 0.33). Conclusions: An innovative program focused on the promotion of parent-child reading aloud resulted in benefits to parent-child interactions and to child language and cognitive development that were greater than those provided by educational child care alone. This promising approach merits further evaluation at scale.

Original languageEnglish (US)
Article numbere20170723
JournalPediatrics
Volume141
Issue number1
DOIs
StatePublished - Jan 1 2018

Fingerprint

Child Development
Brazil
Reading
Child Care
Parenting
Child Language
Parents
Language Development
Vocabulary
Short-Term Memory
Education

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

Cite this

Weisleder, A., Mazzuchelli, D. S. R., Lopez, A. S., Neto, W. D., Cates, C. B., Gonçalves, H. A., ... Mendelsohn, A. L. (2018). Reading aloud and child development: A cluster-randomized trial in Brazil. Pediatrics, 141(1), [e20170723]. https://doi.org/10.1542/peds.2017-0723
Weisleder, Adriana ; Mazzuchelli, Denise S.R. ; Lopez, Aline Sá ; Neto, Walfrido Duarte ; Cates, Carolyn Brockmeyer ; Gonçalves, Hosana Alves ; Fonseca, Rochele Paz ; Oliveira, João ; Mendelsohn, Alan L. / Reading aloud and child development : A cluster-randomized trial in Brazil. In: Pediatrics. 2018 ; Vol. 141, No. 1.
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abstract = "Objectives: Many children in low- and middle-income countries fail to reach their developmental potential. We sought to determine if a parenting program focused on the promotion of reading aloud enhanced parent-child interactions and child development among low-income families in northern Brazil. Methods: This was a cluster-randomized study of educational child care centers randomly assigned to receive an additional parenting program (intervention) or standard child care without a parenting component (control). Parent-child dyads were enrolled at the beginning 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 basis 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-child interaction and child language, cognitive, and social-emotional development. Results: Five hundred and sixty-six parent-child dyads (279 intervention; 287 control) in 12 child care clusters (26-76 children per cluster) were assessed at enrollment; 464 (86{\%}) contributed follow-up data. Parents in the intervention group engaged in significantly greater cognitive stimulation (Cohen's d = 0.43) and higher quantity and quality of reading interactions (d = 0.52-0.57) than controls; children in the intervention scored significantly higher than controls on receptive vocabulary (d = 0.33), working memory (d = 0.46), and IQ (d = 0.33). Conclusions: An innovative program focused on the promotion of parent-child reading aloud resulted in benefits to parent-child interactions and to child language and cognitive development that were greater than those provided by educational child care alone. This promising approach merits further evaluation at scale.",
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Weisleder, A, Mazzuchelli, DSR, Lopez, AS, Neto, WD, Cates, CB, Gonçalves, HA, Fonseca, RP, Oliveira, J & Mendelsohn, AL 2018, 'Reading aloud and child development: A cluster-randomized trial in Brazil', Pediatrics, vol. 141, no. 1, e20170723. https://doi.org/10.1542/peds.2017-0723

Reading aloud and child development : A cluster-randomized trial in Brazil. / Weisleder, Adriana; Mazzuchelli, Denise S.R.; Lopez, Aline Sá; Neto, Walfrido Duarte; Cates, Carolyn Brockmeyer; Gonçalves, Hosana Alves; Fonseca, Rochele Paz; Oliveira, João; Mendelsohn, Alan L.

In: Pediatrics, Vol. 141, No. 1, e20170723, 01.01.2018.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Reading aloud and child development

T2 - A cluster-randomized trial in Brazil

AU - Weisleder, Adriana

AU - Mazzuchelli, Denise S.R.

AU - Lopez, Aline Sá

AU - Neto, Walfrido Duarte

AU - Cates, Carolyn Brockmeyer

AU - Gonçalves, Hosana Alves

AU - Fonseca, Rochele Paz

AU - Oliveira, João

AU - Mendelsohn, Alan L.

PY - 2018/1/1

Y1 - 2018/1/1

N2 - Objectives: Many children in low- and middle-income countries fail to reach their developmental potential. We sought to determine if a parenting program focused on the promotion of reading aloud enhanced parent-child interactions and child development among low-income families in northern Brazil. Methods: This was a cluster-randomized study of educational child care centers randomly assigned to receive an additional parenting program (intervention) or standard child care without a parenting component (control). Parent-child dyads were enrolled at the beginning 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 basis 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-child interaction and child language, cognitive, and social-emotional development. Results: Five hundred and sixty-six parent-child dyads (279 intervention; 287 control) in 12 child care clusters (26-76 children per cluster) were assessed at enrollment; 464 (86%) contributed follow-up data. Parents in the intervention group engaged in significantly greater cognitive stimulation (Cohen's d = 0.43) and higher quantity and quality of reading interactions (d = 0.52-0.57) than controls; children in the intervention scored significantly higher than controls on receptive vocabulary (d = 0.33), working memory (d = 0.46), and IQ (d = 0.33). Conclusions: An innovative program focused on the promotion of parent-child reading aloud resulted in benefits to parent-child interactions and to child language and cognitive development that were greater than those provided by educational child care alone. This promising approach merits further evaluation at scale.

AB - Objectives: Many children in low- and middle-income countries fail to reach their developmental potential. We sought to determine if a parenting program focused on the promotion of reading aloud enhanced parent-child interactions and child development among low-income families in northern Brazil. Methods: This was a cluster-randomized study of educational child care centers randomly assigned to receive an additional parenting program (intervention) or standard child care without a parenting component (control). Parent-child dyads were enrolled at the beginning 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 basis 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-child interaction and child language, cognitive, and social-emotional development. Results: Five hundred and sixty-six parent-child dyads (279 intervention; 287 control) in 12 child care clusters (26-76 children per cluster) were assessed at enrollment; 464 (86%) contributed follow-up data. Parents in the intervention group engaged in significantly greater cognitive stimulation (Cohen's d = 0.43) and higher quantity and quality of reading interactions (d = 0.52-0.57) than controls; children in the intervention scored significantly higher than controls on receptive vocabulary (d = 0.33), working memory (d = 0.46), and IQ (d = 0.33). Conclusions: An innovative program focused on the promotion of parent-child reading aloud resulted in benefits to parent-child interactions and to child language and cognitive development that were greater than those provided by educational child care alone. This promising approach merits further evaluation at scale.

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Weisleder A, Mazzuchelli DSR, Lopez AS, Neto WD, Cates CB, Gonçalves HA et al. Reading aloud and child development: A cluster-randomized trial in Brazil. Pediatrics. 2018 Jan 1;141(1). e20170723. https://doi.org/10.1542/peds.2017-0723