Promoting Early Family Reading Habits Through Use of Embedded Tips

• In Event: Poster Session 14
  In Poster Session: PS 14 Topic - Language, Communication

Abstract

The family language environment is a well-known predictor of academic outcomes and educational attainment (Gottfried et al., 2015). While the quantity of spoken words in the home has received due attention (Hart & Risley, 1995), more recent research indicates that the quality of caregiver language is also predictive of children’s vocabulary ability (Rowe, 2012). The purpose of the current study was to assess parents’ reactions to a children’s book containing evidenced-based tips embedded within its pages. These tips were intended to promote parents’ abilities to develop their children’s early language and literacy skills. Using an unpublished manuscript by Margaret Wise Brown (author of Goodnight Moon) and artwork by Ruth Sanderson, the research group printed two versions of the book, Four Fur Feet. One version contained evidenced-based reading tips while the other did not. Three types of tips were utilized – connecting the story with the child’s life, naming pictures that begin with the same sound, and pointing to and talking about the pictures (see Table 1). Using an experimental design, we collected data from 43 caregivers and their 18-30 month-old children. Half of these families were assigned to the control condition (no tips book, n = 22) and half were assigned to the experimental condition (tips book, n = 21). Upon entry to the study, parents completed an online survey assessing demographics, family reading habits, parenting efficacy, and growth mindset of the caregiver. Next, caregivers were mailed their assigned book and were asked to read to their child every day for two weeks. Afterwards, each family reported to the lab where they read Four Fur Feet and a novel book. The caregiver also completed another round of surveys, which included their reactions to the tips (experimental condition) and the Perceived Stress Scale (Cohen, 1994). The sample was primary Caucasian (93.0%), well educated (90.7% 4-year-degree or higher), and already invested in reading to their children (65.1% read daily). Among the full sample, the overall family reading environment score was positively related to parental efficacy, r(41) = 0.37, p = .014. Caregiver stress was significantly negatively related to parental efficacy, r(41) = -0.52, p < .01, and growth mindset, r(41) = -0.32, p = .039. Among the tips-only group, results indicate that attitudes towards the tips were highly favorable (See Table 2). However, there was variability in reaction to the different types of tips. Caregivers deemed the “connect” tip most helpful to themselves but also the least integrated/used tip as a result of participating in the study. The “same sound” tip was rated as most helpful to other parents as well as the most liked tip. Parental efficacy, stress, and growth mindset were not related to reactions to the tips. Contrary to expectations, parents who reported lower levels of language and literacy activities in the home were no different in their overall reactions to the tips than parents who claimed to practice higher levels of language and literary activities (p < .05). Implications and future research possibilities will be addressed.

Authors

• Sara Sepanski Whipple, Virginia Military Institute
  Presenting Author

• Tiffany A. Pempek, James Madison University
  Non-Presenting Author

• Anna B Baynum, Hollins University
  Non-Presenting Author

• Alexandra Lesniak, Hollins University
  Non-Presenting Author

• Debra Henke, Hollins University
  Non-Presenting Author