newborn literacy program effective in increasing maternal engagement in literacy activities an observational cohort study新生儿读写课程有效地增加产妇参与扫盲活动一项观察性队列研究.pdfVIP

Veldhuijzen van Zanten et al. BMC Pediatrics 2012, 12:100 /1471-2431/12/100 BEHAVIOR AND DEVELOPMENT Open Access Newborn literacy program effective in increasing maternal engagement in literacy activities: an observational cohort study 1* 2 3 4 Stephanie Veldhuijzen van Zanten , Chrystal Coates , Marilou Hervas-Malo and Patrick J McGrath Abstract Background: Literacy is important for success in school and in adulthood. Book-gift programs at birth exist to help develop these foundations early on. The effectiveness of the Read to Me! Nova Scotia Family Literacy Program (a program where books and literacy materials are given to families in hospital when their baby is born) on the duration and frequency with which mothers engage in reading and other literacy based activities with their newborns was assessed. Methods: An observational cohort study design was used. Mothers of babies who received the Read to Me! package in Nova Scotia born between January-August 2006 made up the intervention group (N = 1051). Mothers of babies born in Prince Edward Island between December 2006 and March 2008 made up the control group (N = 279) and did not receive any literacy package when their baby was born. A phone questionnaire was conducted consisting of questions regarding frequency and duration of maternal engagement in language and literacy-based activities with their infants. These activities included reading, singing, talking, listening to CDs and the radio and watching TV. Babies were aged 0– 10 months at the time of the interview. Results: Mothers who received the Read to Me! literacy package spent significantly more time reading to their babies, 17.9 ± 17.6 min/day compared to controls 12.6 ± 10.7 mi