The effects of a community‐based literacy program on young children's language and conceptual development

Effects of a community‐based literacy program on 1−, 2−, and 3‐year‐old children's language and conceptual development were assessed. University students were trained to teach Head Start parents effective methods for reading to their children. Families were randomly assigned to receive 18, 3, o...

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Bibliographic Details
Published in:American journal of community psychology 1996-04, Vol.24 (2), p.251-272
Main Authors: Cronan, Terry A., Cruz, Sonia G., Arriaga, Rosa I., Sarkin, Andrew J.
Format: Article
Language:English
Subjects:
Biological and medical sciences
Child Development
Child psychology
Child, Preschool
Children
Children & youth
Cognitive Development
Community based programmes
Comparison
Conceptual development
Early Intervention (Education)
Education
Educational psychology
Ethnic Groups
Factors
Female
Fundamental and applied biological sciences. Psychology
Humans
Infant
Infants
Language acquisition
Language development
Language Development Disorders - prevention & control
Literacy
Literacy Programs
Logistic Models
Low Income Groups
Male
Multivariate Analysis
Parent-Child Relations
Parents & parenting
Poverty
Preschool children
Program Evaluation
Project Head Start
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Reading
San Diego, California
USA
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Summary:Effects of a community‐based literacy program on 1−, 2−, and 3‐year‐old children's language and conceptual development were assessed. University students were trained to teach Head Start parents effective methods for reading to their children. Families were randomly assigned to receive 18, 3, or 0 instructional visits. Results indicated that parents in the 18‐instructional‐visit program increased their participation in appropriate literacy behaviors such as reading to their children, teaching concepts to their children, and using the library, more than parents in the 0‐instructional‐visit groups. Children in the 18‐instructional‐visit program showed greater gains in language and conceptual development than children in the 0‐instructional‐visit group. Few differences were found between children in the 3‐visti and 0‐instructional‐visit groups. Thus, only a high‐intensity community‐based intervention designed to train parents was effective in increasing emergent literacy in low‐income ethnic children.
ISSN:0091-0562
1573-2770
DOI:10.1007/BF02510401