A Primary Approach to Reading: Review of Early Literacy Interventions Implemented in Pediatric Settings

Abstract

Children who begin school with less developed early literacy skills often have a difficult time catching up to their peers, and children who are poor readers in the first few years of school continue struggling with reading when compared with their peers at later grades. Before school entry, schools may be limited in their regular access to families. In contrast, pediatricians are poised to assist with prevention-oriented literacy efforts for young children, as almost all children see health care providers regularly for well-child visits before starting school. The purpose of this review was to examine the literature on early literacy interventions implemented in pediatric health settings. Across 14 studies, results indicated that all interventions included providing books to participants, most included anticipatory guidance from the physician, and about two thirds included modeling of reading skills in the waiting room. Typically examined outcomes were parent attitudes and behaviors, and results demonstrated improvements in these areas. A number of studies also focused on child attitudes and skills or on the home literacy environment. The results of pediatric literacy interventions are promising, but additional research is needed. Implications for school psychologists are discussed.

KEYWORDS:

• reach out and read
• preschool
• early literacy
• reading promotion
• primary care

Acknowledgments

The authors acknowledge the assistance of the following members of their university research team: Ashley Chappel, Sarah Fefer, Tiffany White, and Leslie Wells.

Notes

*Indicates study reviewed and included in Table 1.