Outline Reading to children Who is at risk? What you can do Books in WCC
When children are poor readers at the end of 1st grade the probability that they will remain poor readers by the end of 4th grade as high at 88%
Emergent Literacy Skills Holding a book Turning the page Recognizing a beginning and ending Print concepts/written language Story structure – start at the beginning Syntax and grammar Phonological awareness – syllables, rhyme, emphasis, letter sounds (alliteration)
Language Development Parent-child literacy activities improve language skills Books contain 50% more rare words than prime-time television or college students conversations More complex language Describer style Interactive reading
Plus... Bonding Coping Peer Relationships World Knowledge
Social Risk Factors Socioeconomic Class –Kids from middle class families knew: 54% of letter names at 4yo and 85% of letter names at 5yo. –4-5yo children from low income families that enter Head Start knew: 4 letters and learned and additional 5 while enrolled in the program. –At age 3 children in professional families heard average of 2153 words per hour; children in working class families heard 1251 words per hour; children in welfare families heard 616 words per hour.
Social Risk Factors Socioeconomic Class Race/ethnicity Parental education Working parents, full-time >1 child
The National Research Councils Committee on the Prevention of Reading Difficulties in Young Children stated that most reading difficulties can be prevented by ensuring that all children, in particular those at risk for reading difficulties, have access to early childhood environments that promote language and literacy development and encourage those skills needed to learn to read.
2004 National Survey of Early Childhood Health –52% of children 4-35months read to daily –Significant factors: Older age (OR 1.87) Maternal education (OR 2.14) Increased number of Childrens Book in the house (OR 1.01) Discussion of reading by pediatric provider (OR 1.65)
What we can do Increase number of childrens books in the house Discuss reading !!!!! –37% said not discussed, 47% of those would have liked it to be discussed
Reach out and Read Evidence Hispanic parents given books, education during WCC, more likely to report reading to children at least 3 days per week (66% vs 24%) and reading was one of favorite activities with child (43% vs 13%) - big numbers! Children in ROR demonstrated higher receptive and expressive vocabulary, increased language scores, dose effect with more interventions resulting in higher scores - every visit! Parents in ROR more likely to rate pediatrician as helpful and pediatricians more likely to rate parents at receptive
Summary 1.Early Shared Reading with children promotes literacy 2.Providers talking to parents and giving books promotes early reading 3.Therefore if you talk about reading and give out books you are promoting child literacy
An experts in action: 6mo visit 5yo visit YOU ARE CREATING READERS!
More Guidance Code Card.....
Developmental Code Card 6 MONTHS H: raking grasp, passes cube hand to hand *C: looks after fallen object L: babbles B: excited by picture book, tries to touch, grab, mouth P: routines important, e.g. bedtime story; sleep and separation problems often appear around 9 months
Developmental Code Card 3 YEARS *M: jumps, both feet off floor; mature crayon grasp C: plays out familiar events, and changes outcomes S: separates more easily; average age dry at night *L: 3-4 word sentences L: gives full name, knows cold, tired, and hungry B: holds book without help: gives simple actions; sits for 5-minute story or longer; likes rhymes, nonsense words
AVS at every WCC:.kidsbooks
AVS reading milestones AgeBook Use 6mosExcited about pictures, tried to touch, grab, mouth 9mosAsk where questions then point there it is! 12mosHolds book with help, turns pages several at a time 15mosMobile child, may not sit long for a story 18mosPoints to pictures in book, book interaction joyful 24mosCarried book around house, reads to dolls 30mosParent asks what questions, relates actions in book to childs life, child wants same story repeatedly 3 yrsHolds book without help, gives simple actions, sits for 5-minute story or longer, likes rhymes, nonsense words 4 yrsTurns pages one at a time, retells familiar story, pretends to read and write, makes up tall tales 5 yrsParent asks what will happen next?, 10-20min stories 6-7 yrsRead-aloud books more difficult (and interesting) than childs reading level; library card 8 yrsAsk about favorite books, reading aloud can continue, child and parents can alternate pages, high-interest books, regular library visits important 9-10 y Ask child about favorite book, family reading
AVS Tips for Parents Effective book sharing feels good. Make it fun! Work books into daily routine (e.g. bedtime story). Read labels and signs wherever you go. You dont have to read the words: talking about the pictures, and listening to your child are the most important! If your child enjoys the book the doctor gives, how about a trip to the library? Let your child tell you when he/she has had enough. Not all kids love books at first--give it time. Your child will love books because your child loves you.
And they lived happily ever after. The End!
Resources Duursma E, Augustyn M, Zuckerman B. Reading aloud to children: the evidence. Arch Dis child. 2008; 93 (7): Kuo A, Franke TM, Regalado M, Halfon N. Parent Report of Reading to Young Children. Pediatrics. 2004; 113: Reach out and Read: National Center for Education Statistics: Goldfield S, Napiza N, Quach J, Reilly S, Ukoumunne OC, Wake M. Outcomes of a Universal Shared Reading Intervention by 2 Years of Age: The Lets Read Trial. Pediatrics. 2011;127;