This is an 3-year longitudinal study aiming to evaluate the effectiveness of an early literacy intervention program in Taiwan. A randomized controlled trial is conducted to evaluate how this program might have a long-term impact on home literacy environment, parental literacy practices and beliefs, and language development of children. 66 carer-infant dyads are randomly assigned to either experimental or control groups. The experimental group (ROR) received videotaped guidance about the importance of early shared reading from pediatrics and videotaped introduction for dialogic reading at home when the participating infants are 6-month old. Moreover, at five home visits (6-, 9-, 12-, 18-, 24 months of age), each dyad receive age-appropriate children’s books together with the videotaped demonstration of dialogic reading strategies using the given book. A range of parent report questionnaires were used to collect data before the first intervention and then during each visit. During each visit, each carer-infant dyad were videotaped when doing 5-minute shared book reading. The results show that afte six months of intervention (when participating child turned to 12 month olds), primary caregivers in the ROR group had longer MLU and used larger amount of words when doing shared book reading with the participating child. On the other hand, no significant group differences were found on the other measures including home literacy environment, parental literacy practices and beliefs, language ability at any given time points.
|Effective start/end date||2017/08/01 → 2020/07/31|
- dialogic reading
- young child
- longitudinal study
- cognitive and language development
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