Parent-Mediated Reading Interventions With Children Up To Four Years Old: A Systematic Review

Abstract

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.

• Early intervention
• emergent literacy
• literacy promotion
• parent-mediated
• shared book reading
• systematic review

Acknowledgments

The authors extend gratitude to the Canadian Language and Literacy Research Network, Dr. Patrick McGrath, and Dr. Cyndi Brannen.

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

This research was supported by the Canadian Language and Literacy Research Network and the Department of Social Development awarded to Elizabeth Sloat and Nicole Letourneau.