176
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Exploring Literacy Practices of Families Enrolled in the Imagination Library Book Gifting Program

ORCID Icon
Pages 893-914 | Received 23 Jun 2022, Accepted 10 Apr 2023, Published online: 20 Apr 2023

References

  • Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). Lasting consequences of the summer learning gap. American Sociological Review, 72(2), 167–180. doi:10.1177/000312240707200202
  • 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(5), 411–427. doi:10.1080/02702711.2010.505165
  • Anderson, K. L., Atkinson, T. S., Swaggerty, E. A., & O’Brien, K. (2019). Exploring the short-term impacts of a community-based book distribution program. Literacy Research and Instruction, 58(2), 84–104. doi:10.1080/19388071.2019.1579010
  • August, D., Shanahan, T., & Escamilla, K. (2009). English language learners: Developing literacy in second-language learners—Report of the national literacy panel on language-minority children and youth. Journal of Literacy Research, 41(4), 432–452. doi:10.1080/10862960903340165
  • Beckett, J. (2012). The Imagination Library program and the kindergarten cohort of 2008–2009. Retrieved from https://imaginationlibrary.com/news-resources/research/
  • Cabell, S. Q., Zucker, T. A., DeCoster, J., Copp, S. B., & Landry, S. (2019). Impact of a parent text messaging program on pre-kindergarteners’ literacy development. AERA Open, 5(1), 233285841983333. doi:10.1177/2332858419833339
  • Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest : A Journal of the American Psychological Society, 19(1), 5–51. doi:10.1177/1529100618772271
  • Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3(4), 331–361. doi:10.1207/s1532799xssr0304_2
  • Catts, H. W., Herrera, S., Nielsen, D. C., & Bridges, M. S. (2015). Early prediction of reading comprehension within the simple view framework. Reading and Writing, 28(9), 1407–1425. doi:10.1007/s11145-015-9576-x
  • Clarke, P. J., Snowling, M. J., Truelove, E., & Hulme, C. (2010). Ameliorating children’s reading-comprehension difficulties: A randomized controlled trial. Psychological Science, 21(8), 1106–1116. doi:10.1177/0956797610375449
  • Dolly Parton’s Imagination Library. (n.d.). Dolly Parton’s Imagination Library, United States. Retrieved from https://imaginationlibrary.com/usa/
  • Eldredge, J. L., Reutzel, D. R., & Hollingsworth, P. M. (1996). Comparing the effectiveness of two oral reading practices: Round-robin reading and the shared book experience. Journal of Literacy Research, 28(2), 201–225. doi:10.1080/10862969609547919
  • Evans, M., & Saint-Aubin, J. (2005). What children are looking at during shared storybook reading: Evidence from eye movement monitoring. Psychological Science, 16(11), 913–920. doi:10.1111/j.1467-9280.2005.01636.x
  • Goodman, Y. (1988). The development of initial literacy. In E.R. Kintgen, B.M. Kroll & M. Rose (Eds.), Perspectives on literacy (pp. 312–320). Southern Illinois University Press.
  • Gough, P. B., Juel, C., & Griffith, P. L. (2017). Reading, spelling, and the orthographic cipher. In Reading acquisition (pp. 35–48). London: Routledge.
  • Hindman, A. H., Skibbe, L. E., & Foster, T. D. (2014). Exploring the variety of parental talk during shared book reading and its contributions to preschool language and literacy: Evidence from the Early Childhood Longitudinal Study-Birth Cohort. Reading and Writing, 27(2), 287–313. doi:10.1007/s11145-013-9445-4
  • Hosmer, D. W., Jr, Lemeshow, S., & Sturdivant, R. X. (2013). Applied logistic regression. Hoboken, NJ: John Wiley & Sons.
  • Kraft, M. A., & Monti-Nussbaum, M. (2017). Can schools enable parents to prevent summer learning loss? A text-messaging field experiment to promote literacy skills. The Annals of the American Academy of Political and Social Science, 674(1), 85–112. doi:10.1177/0002716217732009
  • Lonigan, C. J., & Shanahan, T. (2009). Developing early literacy: Report of the national early literacy panel. Executive summary. A scientific synthesis of early literacy development and implications for intervention. National Institute for Literacy. https://eric.ed.gov/?id=ED508381.
  • 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(2), 267–296. doi:10.1037/a0021890
  • 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(1), 7–26. doi:10.1080/10409280701838603
  • Neuman, S. B., & Celano, D. (2001). Access to print in low-income and middle-income communities: An ecological study of four neighborhoods. Reading Research Quarterly, 36(1), 8–26. doi:10.1598/RRQ.36.1.1
  • Neuman, S. B., & Moland, N. (2019). Book deserts: The consequences of income segregation on children’s access to print. Urban Education, 54(1), 126–147. doi:10.1177/0042085916654525
  • Piper, W. (1976). The Little Engine that Could. New York: Platt and Monk.
  • Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Kwok, O., Taylor, A. B., Davis, M. J., … Simmons, L. (2011). The effects of an intensive shared book-reading intervention for preschool children at risk for vocabulary delay. Exceptional Children, 77(2), 161–183. doi:10.1177/001440291107700202
  • Ridzi, F., Sylvia, M., Qiao, X., & Craig, J. (2017). The Imagination Library program and kindergarten readiness: Evaluating the impact of monthly book distribution. Journal of Applied Social Science, 11(1), 11–24. doi:10.1177/1936724416678023
  • Ridzi, F., Sylvia, M. R., & Singh, S. (2014). The Imagination Library program: Increasing parental reading through book distribution. Reading Psychology, 35(6), 548–576. doi:10.1080/02702711.2013.790324
  • Samiei, S., Bush, A. J., Sell, M., & Imig, D. (2016). Examining the association between the imagination library early childhood literacy program and kindergarten readiness. Reading Psychology, 37(4), 601–626. doi:10.1080/02702711.2015.1072610
  • Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–407. doi:10.1037/0022-0663.86.1.24
  • Swank, L. K., Meier, J. D., Juel, C., & Invernizzi, M. (1997). PALS II: Phonological awareness & literacy screening. Virginia State Department of Education and University of Virginia.
  • Thompson, A. M., Klemp, H., & Stinson, A. E. (2017). Effect of the Imagination Library on caregiver–child literacy interactions and school readiness: Findings from two quasi-experimental propensity score studies. Journal of Children and Poverty, 23(1), 19–40. doi:10.1080/10796126.2016.1187587
  • US Department of Education (2019). Nation’s Report Card: NAEP Reading. Retrieved from https://www.nationsreportcard.gov/reading?grade=4.
  • U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2015). Early Childhood Education intervention report: Shared book reading. Retrieved from http://whatworks.ed.gov.
  • Waldron, C. H. (2018). “Dream more, learn more, care more, and be more”: The Imagination Library influencing storybook reading and early literacy. Reading Psychology, 39(7), 711–728. doi:10.1080/02702711.2018.1536094
  • Werthamer-Larsson, L., Kellam, S. G., & Ovesen-McGregor, K. E. (1990). Teacher interview: Teacher observation of classroom adaptation—Revised (TOCA-R). Johns Hopkins Prevention Center Training Manual. Baltimore, MD: Johns Hopkins University.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.