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Logo of bmcpediBioMed Centralsearchsubmit a manuscriptregisterthis articleBMC Pediatrics
 
BMC Pediatr. 2012; 12: 100.
Published online Jul 16, 2012. doi:  10.1186/1471-2431-12-100
PMCID: PMC3426472
Newborn literacy program effective in increasing maternal engagement in literacy activities: an observational cohort study
Stephanie Veldhuijzen van Zanten,corresponding author1 Chrystal Coates,2 Marilou Hervas-Malo,3 and Patrick J McGrath4
1Dalhousie University, Halifax, NS, Canada
2SABA University School of Medicine, Saba, Netherlands
3Epicore Centre, Faculty of Medicine, University of Alberta, Edmonton, AB, Canada
4IWK Health Centre, Canada Research Chair, Professor of Psychology, Pediatrics and Psychiatry, Dalhousie University, Halifax, NS, Canada
corresponding authorCorresponding author.
Stephanie Veldhuijzen van Zanten: szanten/at/dal.ca; Chrystal Coates: chrystal_coates/at/hotmail.com; Marilou Hervas-Malo: marilou.hervas/at/ualberta.ca; Patrick J McGrath: Patrick.McGrath/at/iwk.nshealth.ca
Received September 24, 2011; Accepted July 16, 2012.
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 min/day, (p < 0.0001).
Conclusions
Read to Me! may be an inexpensive, easy to administer and effective intervention which results in increased shared reading of mothers and their newborns.
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