Co-designing a shared book reading environment at a community hub

References

• Australian Bureau of Statistics [ABS]. (2017). 2016 census quickstats. https://quickstats.censusdata.abs.gov.au/
   Google Scholar
• Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2022). My School [Online Data Set]. Retrieved from https://www.myschool.edu.au/
   Google Scholar
• Barratt-Pugh, C., & Allen, N. (2011). Making a difference: Findings from Better Beginnings a family literacy intervention programme. The Australian Library Journal, 60(3), 195–204. doi:10.1080/00049670.2011.10722616
   Web of Science ®Google Scholar
• Bingham, G. E. (2007). Maternal literacy beliefs and the quality of mother-child book-reading interactions: Associations with children’s early literacy development. Early Education and Development, 18(1), 23–49. doi:10.1080/10409280701274428
   Google Scholar
• Boyd, H., McKernon, S., Mullin, B., & Old, A. (2012). Improving healthcare through the use of co-design. The New Zealand Medical Journal, 125(1357), 76–87.
   PubMedGoogle Scholar
• Bus, A. G., van IJzendoorn, M. H., & Pelligrini, 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), 1–21. doi:10.3102/00346543065001001
   Web of Science ®Google Scholar
• Cameron, E., Heath, G., Redwood, S., Greenfield, S., Cummins, C., Kelly, D., & Pattison, H. (2014). Health care professionals’ views of paediatric outpatient non-attendance: Implications for general practice. Family Practice, 31(1), 111–117. doi:10.1093/fampra/cmt063
   PubMed Web of Science ®Google Scholar
• Canfield, C. F., Seery, A., Weisleder, A., Workman, C., Brockmeyer Cates, C., Roby, E., … Mendelsohn, A. (2020). Encouraging parent-child book sharing: Potential additive benefits of literacy in health care and the community. Early Childhood Research Quarterly, 50, 221–229. doi:10.1016/j.ecresq.2018.11.002
   Web of Science ®Google Scholar
• Commonwealth of Australia. (2022). Australian Early Development Census National Report 2021: Early Development in Australia. Canberra: Department of Education, Skills and Employment. https://www.aedc.gov.au/resources/detail/2021-aedc-national-report
   Google Scholar
• Curenton, S. M., & Justice, L. M. (2008). Children’s preliteracy skills: Influence of mothers’ education and beliefs about shared-reading interactions. Early Education and Development, 19(2), 261–283. doi; doi:10.1080/10409280801963939
   Web of Science ®Google Scholar
• Dantas, L. F., Fleck, J. L., Cyrino Oliveira, F. L., & Hamacher, S. (2018). No-shows in appointment scheduling – a systematic literature review. Health Policy (Amsterdam, Netherlands), 122(4), 412–421. doi:10.1016/j.healthpol.2018.02.002
   PubMed Web of Science ®Google Scholar
• Di Sante, M., & Potvin, L. (2022). We Need to Talk About Social Inequalities in Language Development. American Journal of Speech-Language Pathology, 31(4), 1894–1897. doi:10.1044/2022_AJSLP-21-00326
   PubMed Web of Science ®Google Scholar
• Dowdall, N., Melendez-Torres, G. J., Murray, L., Gardner, F., Hartford, L., & Cooper, P. J. (2019). Shared picture book reading interventions for child language development: A systematic review and meta-analysis. Child Development, 91(2), 383–399. doi:10.1111/cdev.13225
   PubMed Web of Science ®Google Scholar
• Dunstan, K., Smith, H., Melvin, K., Loh Hwee En, C., Frazer-Ryan, S., Scarinci, N., & Armstrong, R. (in preparation). Evaluating the impact of a co-designed shared book reading environment in a community hub.
   Google Scholar
• Fikrat-Wevers , van Steensel, R., & Arends, L. (2021). Effects of family literacy programs on the emergent literacy skills of children from low-SES families: A meta-analysis. Review of Educational Research, 91(4), 577–613. doi:10.3102/0034654321998075
   Web of Science ®Google Scholar
• Finck, J., & Shea, A. (2015). More Than a Zip Code: Addressing Home Factors Influencing Kindergarten Readiness Levels. Journal of Family Strengths, 15(2), 1–15. https://digitalcommons.library.tmc.edu/jfs/vol15/iss2/9
   Google Scholar
• Goldfeld, S., Quach, J., Nicholls, R., Reilly, S., Ukoumunne, O. C., & Wake, M. (2012). Four-year-old outcomes of a universal infant-toddler shared reading intervention. Archives of Pediatrics & Adolescent Medicine, 166(11), 1045–1052. doi:10.1001/archpediatrics.2012.1099
   PubMedGoogle Scholar
• Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–112. doi:10.1016/j.nedt.2003.10.001
   PubMed Web of Science ®Google Scholar
• Hall, T., Goldfeld, S., Loftus, H., Honisett, S., Liu, H., De Souza, D., … Hiscock, H. (2022). Integrated Child and Family Hub models for detecting and responding to family adversity: protocol for a mixed-methods evaluation in two sites. BMJ Open, 12(5), e055431–e055431. doi:10.1136/bmjopen-2021-055431
   Web of Science ®Google Scholar
• High, P. C., Klass, P., Donoghue, E., Glassy, D., DelConte, B., Earls, M., … Williams, G, Council on early childhood. (2014). Literacy promotion: An essential component of primary care pediatric practice. Pediatrics, 134(2), 404–409. doi:10.1542/peds.2014-1384
   PubMed Web of Science ®Google Scholar
• Ihmeideh, F., & Al-Maadadi, F. (2020). The effect of family literacy programs on the development of children’s early literacy in kindergarten settings. Children and Youth Services Review, 118, 1–7. doi:10.1016/j.childyouth.2020.105462
   Web of Science ®Google Scholar
• Justice, L. M., Logan, J. R., & Damschroder, L. (2015). Designing caregiver-implemented shared-reading interventions to overcome implementation barriers. Journal of Speech, Language, and Hearing Research : JSLHR, 58(6), S1851–S1863. doi:10.1044/2015_JSLHR-L-14-0344
   PubMed Web of Science ®Google Scholar
• Klieve, H. M., & Flückiger, B. (2015). Towards an evidence base: Exploring the impact of community-based literacy programs in remote indigenous communities. Australasian Journal of Early Childhood, 40(2), 89–98. doi:10.1177/183693911504000211
   Web of Science ®Google Scholar
• Maggi, S., Irwin, L. J., Siddiqi, A., & Hertzman, C. (2010). The social determinants of early child development: An overview. Journal of Paediatrics and Child Health, 46(11), 627–635. doi:10.1111/j.1440-1754.2010.01817.x
   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
• Mulvale, G., Moll, S., Miatello, A., Robert, G., Larkin, M., Palmer, V. J., … Girling, M. (2019). Codesigning health and other public services with vulnerable and disadvantaged populations: Insights from an international collaboration. Health Expectations : An International Journal of Public Participation in Health Care and Health Policy, 22(3), 284–297. doi:10.1111/hex.12864
   PubMed Web of Science ®Google Scholar
• Nutbrown, C., Bishop, J., & Wheeler, H. (2015). Co-production of family literacy projects to enhance early literacy development. Journal of Children’s Services, 10(3), 265–279. doi:10.1108/JCS-02-2015-0011
   Web of Science ®Google Scholar
• O’Farrelly, C., Doyle, O., Victory, G., & Palamaro-Munsell, E. (2018). Shared reading in infancy and later development: Evidence from an early intervention. Journal of Applied Developmental Psychology, 54, 69–83. doi:10.1016/j.appdev.2017.12.001
   Web of Science ®Google Scholar
• 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
   Google Scholar
• Royal College of Speech and Language Therapists (RCSLT). (2021). Addressing health inequalities: the role of speech and language therapy. https://www.rcslt.org/wp-content/uploads/2022/05/Health-inequalities-guidance-2021.pdf
   Google Scholar
• Sanders, E. B. N., & Stappers, P. J. (2008). Co-creation and the new landscapes of design. CoDesign, 4(1), 5–18. doi:10.1080/15710880701875068
   Google Scholar
• Sanders, E. B. N., & Stappers, P. J. (2014). Probes, toolkits and prototypes: three approaches to making in codesigning. CoDesign, 10(1), 5–14. doi:10.1080/15710882.2014.888183
   Web of Science ®Google Scholar
• Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Adriana, G. B., & Harrison, L. J. (2018). Early shared reading, socioeconomic status, and children’s cognitive and school competencies: Six years of longitudinal evidence. Scientific Studies of Reading : The Official Journal of the Society for the Scientific Study of Reading, 22(6), 485–502. doi:10.1080/10888438.2018.1482901
   PubMed Web of Science ®Google Scholar
• Speech Pathology Australia (SPA). (2020). Professional Standards for Speech Pathologists in Australia. https://speechpathologyaustralia.cld.bz/Speech-Pathology-Australia-Professional-Standards-2020
   Google Scholar
• Steen, M., Manschot, M., & De Koning, N. (2011). Benefits of co-design in service design projects. International Journal of Design, 5(2), 53–60.
   Web of Science ®Google Scholar
• Thabrew, H., Fleming, T., Hetrick, S., & Merry, S. (2018). Co-design of eHealth interventions with children and young people. Frontiers in Psychiatry, 9, 481–481. doi:10.3389/fpsyt.2018.00481
   PubMed Web of Science ®Google Scholar
• Timmons, K., & Pelletier, J. (2015). Understanding the importance of parent learning in a school-based family literacy programme. Journal of Early Childhood Literacy, 15(4), 510–532. doi:10.1177/1468798414552511
   Web of Science ®Google Scholar
• Wylie, K., McAllister, L., Davidson, B., Marshall, J., & Law, J. (2014). Adopting Public Health Approaches to Communication Disability: Challenges for the Education of Speech-Language Pathologists. Folia Phoniatrica et Logopaedica : official Organ of the International Association of Logopedics and Phoniatrics (IALP), 66(4-5), 164–175. doi:10.1159/000365752
   PubMed Web of Science ®Google Scholar