The Imagination Library Program: Increasing Parental Reading Through Book Distribution

References

• Allington, R.L., Mcgill-Franzen, A., Camilli, G., Williams, L., Graff, J., Zeig, J., … Nowak, R. (2010). Addressing summer reading setback among economically disadvantaged elementary students. Reading Psychology, 31, 411–427. doi:10.1080/02702711.2010.505165
   Google Scholar
• Aram, D., & Aviram, S. (2009). Mothers’ storybook reading and kindergartners’ socioemotional and literacy development. Reading Psychology, 30, 175–194. doi:10.1080/02702710802275348
   Google Scholar
• Barnett, W.S. (2001). Preschool education for economically disadvantaged children: Effects on reading achievement and related outcomes. In S.B. Neuman & D.K. Dickinson (Eds.), Handbook of early literacy research (pp. 421–443). New York, NY: Guilford Press.
   Google Scholar
• Bast, J., & Reitsma, P. (1998). Analyzing the development of individual differences in terms of Matthew effects in reading: Results from a Dutch longitudinal study. Developmental Psychology, 34, 1373–1399. doi:10.1037/0012-1649.34.6.1373
   PubMed Web of Science ®Google Scholar
• Beauchat, K.A., Blamey, K.L., & Walpole, S. (2009). Building preschool children's language and literacy one storybook at a time. The Reading Teacher, 63, 26–39. doi:10.1598/RT.63.1.3
   Web of Science ®Google Scholar
• Bennett, K.K., Weigel, D.J. & Martin, S.S. (2002). Children's acquisition of early literacy skills: Examining family contributions. Early Childhood Research Quarterly, 17, 295–317. doi:10.1016/S0885-2006(02)00166-7
   Web of Science ®Google Scholar
• Bewick, V., Cheek, L., & Ball, J. (2005). Statistics review 14: Logistic regression. Critical Care, 9, 112–118. doi:10.1186/cc3045
   PubMed Web of Science ®Google Scholar
• Bronfenbrenner, U. (1979). Ecology of human development. Cambridge, MA: Harvard University Press.
   Google Scholar
• Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22, 723–742.
   Web of Science ®Google Scholar
• Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G.H. Elder, Jr., K. Lüscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 619–647). Washington, DC: American Psychological Association.
   Google Scholar
• Burns, M.S., Griffin, P., and Snow, C. (Eds.). (1999). Starting out right: A guide to promoting children's reading success. Washington, DC: National Academy Press.
   Google Scholar
• Bus, A.G., van Ijzendoorn, M.H., & Pellegrini, A.D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1–21.
   Web of Science ®Google Scholar
• Cameron, C.A., & Pinto, G. (2009). A day in the life: Secure interludes with joint book reading. Journal of Research in Childhood Education, 23, 437–449.
   Google Scholar
• Center for Community and Child Health, & The Smith Family. (2004). Let's read program: A literature review. Retrieved from http://www.letsread.com.au/getmedia/a5313369-d89b-4e11-931f-6cbe7588903e/2013-Let-s-Read-Literat-ure-Review.pdf.aspx
   Google Scholar
• Chow, B.W. Y., & McBride-Chang, C. (2003). Promoting language and literacy development through parent–child reading in Hong Kong preschoolers. Early Education and Development, 14, 233–248.
   Google Scholar
• Chow, B.W. Y., McBride-Chang, C., Cheung, H., & Chow, C.S. L. (2008). Dialogic reading and morphological training in Chinese children: Effects on language and literacy. Developmental Psychology, 44, 233–244. doi:10.1037/0012-1649.44.1.233
   PubMed Web of Science ®Google Scholar
• Coleman, J.S., Campbell, E.Q., Hobson, C.J., McPartland, J., Mood, A.M., Weinfeld, F.D., & York, R.L. (1966). Equality of educational opportunity. Washington, DC: U.S. Government Printing Office.
   Google Scholar
• Cunningham, A.E., Stanovich, K.E., & West, R.F. (1994). Literacy environment and the development of children's cognitive skills. In E.M. H. Assink (Ed.), Literacy acquisition and social context: Approaches, emphases, and questions (pp. 70–90). London, UK: Harvester Wheatsheaf.
   Google Scholar
• De Temple, J., & Snow, C.E. (2004). Learning words from books. In A. van Kleeck, S.A. Stahl, & E.B. Bauer (Eds.), On reading books to children: Parents and teachers (pp. 15–34). Mahwah, NJ: Erlbaum.
   Google Scholar
• Edwards, P.A., Dandridge, J., McMillon, G.T., & Pleasants, H.M. (2001). Taking ownership of literacy: Who has the power? In P.R. Schmidt & P.B. Mosenthal (Eds.), Reconceptualizing literacy in the new age of multiculturalism and pluralism (pp. 111–134). Greenwich, CT: Information Age.
   Google Scholar
• Elley, W. (2000). The potential of book floods for raising literacy levels. International Review of Education, 46, 233–255.
   Google Scholar
• Evans, M.A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54, 65–75. doi:10.1037/h0087330
   PubMed Web of Science ®Google Scholar
• Fletcher, K.L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review, 25, 64–103. doi:10.1016/j.dr.2004.08.009
   Web of Science ®Google Scholar
• Forum on Child and Family Statistics. (2004). America's children in brief: Key national indicators of well-being, 2004. Retrieved from http://www.childstats.gov/pubs/pubs.asp?PlacementID=2&SlpgID=5
   Google Scholar
• Fowler, F.J. , Jr. (1995). Improving survey questions: Design and evaluation. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Fuligni, A.S., & Brooks-Gunn, J. (2004). Early childhood intervention in family literacy programs. In B.H. Wasik (Ed.), Handbook of family literacy, pp. 117–136. Mahwah, NJ: Erlbaum.
   Google Scholar
• Garton, A., & Pratt, C. (1998). Learning to be literate: The development of spoken and written language. Malden, MA: Blackwell Publishing Inc.
   Google Scholar
• Gettinger, M., & Stoiber, K. (2012). Curriculum-based early literacy assessment and differentiated instruction with high-risk preschoolers. Reading Psychology, 33, 11–46. doi:10.1080/02702711.2012.630605
   Google Scholar
• Green, S.D., Peterson, R., & Lewis, J.R. (2006). Language and literacy promotion in early childhood settings: A survey of center-based practices. Early Childhood Research and Practice, 8(1). . Retrieved from http://ecrp.uiuc.edu/v8n1/green.html
   Google Scholar
• Hargrave, A.C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75–90.
   Web of Science ®Google Scholar
• Harkins, D.A., Koch, P.E., & Michel, G.F. (1994). Listening to maternal story telling affects narrative skill of 5-year-old children. Journal of Genetic Psychology, 155, 247–257.
   Web of Science ®Google Scholar
• Hart, B., & Risley, R.T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Heckman, J.J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312, 1900–1902. doi:10.1126/science.1128898
   PubMed Web of Science ®Google Scholar
• Henderson, A., & Berla, N. (Eds.). (1994). A new generation of evidence: The family is critical to student achievement. Washington, DC: National Committee for Citizens in Education.
   Google Scholar
• High, P., LaGasse, L., Becker, S., Ahlgren, I., & Gardner, A. (2000). Literacy promotion in primary care pediatrics: Can we make a difference? Pediatrics, 105, 927–934.
   PubMed Web of Science ®Google Scholar
• High/Scope Educational Research Foundation. (2003). Literacy outcomes and the Household literacy environment: An evaluation of Dolly Parton's Imagination Library. Research report submitted to the Dollywood Foundation by the High/Scope Educational Research Foundation. Retrieved from http://stocktonrotary.org/wp-content/uploads/2011/11/high_scope_literacy_summary.pdf
   Google Scholar
• Hosmer, D.W. & Lemeshow, S. (2000). Wiley Series in Probability and Mathematical Statistics: Applied Logistic Regression. Hoboken, NJ: John Wiley & Sons.
   Google Scholar
• International Reading Association. (2010). Sparking the imagination: Dolly Parton's Imagination Library program presents 25 millionth book. Reading Today, 28(1), 2.
   Google Scholar
• Kaderavek, J. & Justice, L.M. (2002). Shared storybook reading as an intervention context: Practices and potential pitfalls. American Journal of Speech-Language Pathology, 11, 395–406. doi:10.1044/1058-0360(2002/043)
   Web of Science ®Google Scholar
• Karweit, N., & Wasik, B.A. (1996). The effects of story reading programs on literacy and language development of disadvantaged preschoolers. Journal of Education for Students Placed At Risk, 1, 319–348.
   Google Scholar
• Kim, J.S. (2006). Effects of a voluntary summer reading intervention on reading achievement: Results from a randomized trial. Educational Evaluation and Policy Analysis, 28, 335–355. doi:10.3102/01623737028004335
   Web of Science ®Google Scholar
• Kim, J.S. (2007). The effects of a voluntary summer reading intervention on reading activities and reading achievement. Journal of Educational Psychology, 99, 505–515. doi:10.1037/0022-0663.99.3.505
   Web of Science ®Google Scholar
• Kim, J., & Guryan, J. (2010). The efficacy of a voluntary summer book reading intervention for low-income Latino children from language minority families. Journal of Educational Psychology, 102, 20–31. doi:10.1037/a0017270
   Web of Science ®Google Scholar
• Kim, J.S., & White, T.G. (2008). Scaffolding voluntary summer reading for children in grades 3 to 5: An experimental study. Scientific Studies of Reading, 12, 1–23. doi:10.1080/10888430701746849
   Web of Science ®Google Scholar
• Kreider, H., Morin, G., Miller, G.E., & Bush, A. (2011). Promoting literacy outcomes through shared reading at home. In H. Kreider & H. Westmoreland (Eds.), Promising practices for family engagement in out-of-school time (pp. 97–107). Greenwich, CT: Information Age.
   Google Scholar
• Lancy, D.F., Draper, K., & Boyce, G. (1989). Parental influence on children's acquisition of reading. Contemporary Issues in Reading, 4, 83–93.
   Google Scholar
• Lonigan, C.J., & Whitehurst, G.J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13(2), 263–290.
   Web of Science ®Google Scholar
• McQuillan, J., & Au, J. (2001). The effect of print access on reading frequency. Reading Psychology, 22, 225–48. doi:10.1080/027027101753170638
   Google Scholar
• Mendelsohn, A.L., Mogilner, L.N., Dreyer, B.P., Forman, J.A., Weinstein, S.C., Broderick, M., … apier, C. (2001). The impact of a clinic-based literacy intervention on language development in inner-city preschool children. Pediatrics, 107, 130–134.
   PubMed Web of Science ®Google Scholar
• Mol, S.E., & Bus, A.G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137, 267–296. doi:10.1037/a0021890
   PubMed Web of Science ®Google Scholar
• Mol, S.E., Bus, A.G., de Jong, M.T., & Smeets, D.J. H. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early Education and Development, 19, 7–26. doi:10.1080/10409280701838603
   Web of Science ®Google Scholar
• Morrow, L.M. (1983). Home and school correlates of early interest in literature. Journal of Educational Research, 76, 221–230.
   Web of Science ®Google Scholar
• Morrow, L.M., & Weinstein, C.S. (1986). Encouraging voluntary reading: The impact of a literature program on children's use of library centers. Reading Research Quarterly, 21, 330–346.
   Web of Science ®Google Scholar
• Mraz, M., & Rasinski, T.V. (2007). Summer reading loss. The Reading Teacher, 60, 784–789. doi:10.1598/RT.60.8.9
   Web of Science ®Google Scholar
• Mui, S., & Anderson, J. (2008). At home with the Johars: Another look at family literacy. The Reading Teacher, 62, 234–243. doi:10.1598/RT.62.3.5
   Web of Science ®Google Scholar
• National Center for Education Statistics. (2007). National Households Education Surveys . [Questionnaire]. Retrieved from http://nces.ed.gov/nhes/questionnaires.asp
   Google Scholar
• Needlman, R., Klass, P., & Zuckerman, B. (2002). Reach out and get your patients to read. Contemporary Pediatrics, 19(1), 51–69.
   Google Scholar
• Neuman, S.B. (1999). Books make a difference: A study of assess to literacy. Reading Research Quarterly, 34, 286–311.
   Web of Science ®Google Scholar
• Neuman, S.B., & Roskos, K. (1997). Literacy knowledge in practice: Contexts of participation for young writers and readers. Reading Research Quarterly, 32, 10–32.
   Web of Science ®Google Scholar
• Ninio, A. (1983). Joint book reading as a multiple vocabulary acquisition device. Developmental Psychology, 19, 445–451.
   Web of Science ®Google Scholar
• Olmsted, P., & Rubin, R. (1983). Parent involvement: Perspectives from the follow-through experience. In R. Haskins & D. Adams (Eds.), Parent education and public policy (pp. 112–140). Norwood, NJ: Ablex.
   Google Scholar
• Raikes, H., Luze, G., Brooks-Gunn, J., Raikes, H.A., Pan, B.A., Tamis-LeMonda, C., … Rodriguez, E. (2006). Mother–child bookreading in low-income families: Correlates and outcomes during the first three years of life. Child Development, 77, 924–953. doi:10.1111/j.1467-8624.2006.00911.x
   PubMed Web of Science ®Google Scholar
• Rayner, K., & Pollatsek, A. (1989). The psychology of reading. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Reese, E., Cox, A., Harte, D., & McAnally, H. (2003). Diversity in adults: Styles of reading books to children. In A. van Kleeck, S.A. Stahl, & E.B. Bauer (Eds.), On reading books to children (pp. 37–57). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Reese, E., Sparks, A., & Leyva, D. (2010). A review of parent interventions for preschool children's language and emergent literacy. Journal of Early Childhood Literacy, 10, 97–117. doi:10.1177/1468798409356987
   Google Scholar
• Ridzi, F. (2012). Managing expectations when measuring philanthropic impact: A framework based on experience. The Foundation Review, 4(4), 98–109.
   Google Scholar
• Ridzi, F., Carmody, V., & Byrnes, K. (2011, Spring). From read ahead to literacy coalition: The leadership role of the Central New York Community Foundation in the creation of a local institution. Community Literacy Journal, 5(2), 101–134.
   Google Scholar
• Ridzi, F., Sylvia, M.R., & Singh, S. (2011, July). Imagination Library: Do more books in hand mean more shared book reading? . A CURAR Working Paper. Retrieved from http://usa.imaginationlibrary.com/medias/CURAR_IL_Final%20Onondaga%20Co_-%20Paper%20July%205%202011.pdf
   Google Scholar
• Sanders, L.M., Gershon, T.D., Huffman, L.C., & Mendoza, F.S. (2000). Prescribing books for immigrant children. Archives of Pediatrics and Adolescent Medicine, 154, 771–777. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/10922272
   PubMed Web of Science ®Google Scholar
• Scarborough, H.S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245–302.
   Web of Science ®Google Scholar
• Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3, 257–279.
   Google Scholar
• Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 73, 445–460. doi:10.1111/1467-8624.00417
   PubMed Web of Science ®Google Scholar
• Share, D.L., Jorm, A.F., Maclean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 1309–1324.
   Web of Science ®Google Scholar
• Snow, C.E., & Goldfield, B. (1983). Turn the page please: Situation specific language learning. Journal of Child Language, 10, 551–570.
   Web of Science ®Google Scholar
• Souto-Manning, M. (2009). Negotiating culturally responsive pedagogy through multicultural children's literature: Towards critical democratic literacy practices in a first grade classroom. Journal of Early Childhood Literacy, 9, 50–74. doi:10.1177/1468798408101105
   Google Scholar
• Teale, W.H. (1978). Positive environments for learning to read: What studies of early readers tell us. Language Arts, 55, 922–932.
   Google Scholar
• van Kleeck, A., Gillam, R., Hamilton, L., & McGrath, C. (1997). The relationship between middle-class parents’ book sharing discussion and their preschoolers’ abstract language development. Journal of Speech & Hearing Research, 40, 1261–1271.
   Google Scholar
• Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wasik, B.H. (2004). Handbook of family literacy. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Intrater, R.G. (2005). 123 look at me. New York, NY: Price Stern Sloan.
   Google Scholar
• Piper, W. (1976). The little engine that could. New York, NY: Platt and Munk.
   Google Scholar
• Yolen, J. (1987). Owl moon. New York, NY: Philomel Books.
   Google Scholar