Training parents to help their children read: a randomized control trial

Area of Science:

• Child Development
• Educational Psychology
• Public Health

Background:

• Co-occurring literacy and behavior problems in middle childhood risk academic and social development.
• Parent training programs effectively support child development, but few integrate literacy training.
• Early intervention is crucial to mitigate long-term social exclusion.

Purpose of the Study:

• To report on a prevention program targeting early childhood behavior and literacy issues.
• To evaluate the intervention's impact on children's literacy skills.

Main Methods:

• A randomized control trial involving 104 5- and 6-year-old children from a disadvantaged London community.
• Intervention combined the 'Incredible Years' parenting program with a novel parent-led reading support component.
• Pre- and post-intervention measurements assessed program effectiveness.

Main Results:

• Significant improvements were observed in children's word reading and writing abilities.
• Parents demonstrated increased use of effective reading strategies with their children.
• The intervention positively impacted both child literacy and parental engagement in reading support.

Conclusions:

• A structured, multicomponent intervention can empower parents to enhance children's literacy skills.
• This approach improves children's reading and writing, potentially altering life trajectories in disadvantaged areas.
• Combined behavioral and literacy interventions offer a promising strategy for early childhood development.