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Evaluation of a Language and Literacy Enhancement Program
Jason Yaun1, Mimi Bach1, Josh Bakke1
11 University of Tennessee Health Science Center, Memphis, TN, USA.
Clinical Pediatrics
|October 30, 2018
Summary
Supplemental "Touch, Talk, Read, Play" (TTRP) materials enhance early literacy programs. This approach improved caregiver-child communication scores and highlighted the importance of reading and talking with young children.
Area of Science:
- Pediatric language development
- Early childhood literacy promotion
- Parental education interventions
Background:
- Reading aloud is crucial for child language development.
- Pediatricians utilize programs like Reach Out and Read (ROR) to promote literacy.
- The potential value of supplemental "Touch, Talk, Read, Play" (TTRP) materials alongside ROR is unexplored.
Purpose of the Study:
- To explore the added value of TTRP supplemental materials within an ROR program.
- To assess caregiver and child responses to the TTRP curriculum.
- To evaluate the impact of TTRP on early literacy practices and communication skills.
Main Methods:
- Employed a pre- and postintervention design.
- Administered the communication portion of the Ages and Stages Questionnaire-Third Edition (ASQ) and a Literacy Education Survey to caregivers of 98 children (ages 12-24 months).
- Introduced TTRP materials and collected follow-up data on 30 participants after 6 months.
Main Results:
- Significant improvements were observed in ASQ scores postintervention.
- Caregivers reported increased importance of frequent reading and conversation with their children.
- Follow-up data indicated sustained positive effects of the TTRP curriculum.
Conclusions:
- The "Touch, Talk, Read, Play" (TTRP) curriculum is an effective tool for literacy promotion.
- TTRP complements existing programs like Reach Out and Read (ROR).
- Integrating TTRP can significantly enhance early communication and literacy development in young children.
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