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2 岁时开展通用共享阅读干预的结果:Let's Read 试验。

Outcomes of a universal shared reading intervention by 2 years of age: the Let's Read trial.

机构信息

Murdoch Childrens Research Institute, Victoria, Australia.

出版信息

Pediatrics. 2011 Mar;127(3):445-53. doi: 10.1542/peds.2009-3043. Epub 2011 Feb 14.

Abstract

BACKGROUND

Early shared reading and literacy promotion benefits have stimulated international interest in the development of early-years literacy-promotion programs despite limited evidence of effectiveness at a broader population level.

OBJECTIVE

To determine whether a population-based primary care literacy promotion intervention during the first 2 years of life improves early markers of subsequent literacy by 2 years of age.

DESIGN AND METHODS

This cluster randomized controlled trial took place in 5 relatively disadvantaged areas in Melbourne, Australia. Infants attending their maternal and child health centers were recruited at age 1-2 months. The intervention (4-8, 12, and 18 months) comprised maternal and child health nurses modelling shared reading activities to parents, supported by parent information and free books. Outcomes (at 2 years) included expressive vocabulary (MacArthur Bates Communicative Development Inventory), communication (Communication and Symbolic Behavior Scales), and home literacy environment (StimQ-Toddler). We analyzed the outcomes using random-effects (linear regression) models allowing for clustering.

RESULTS

A total of 552 families (87.6%; 324 intervention and 228 control families) of 630 recruited families (66.5% response) were retained to outcome. A total of 97.3% of intervention parents received some (93.7% to all) of the intervention. At 2 years, the trial arms had similar vocabulary (adjusted mean difference: -2.0 [95% confidence interval: -6.2 to 2.2]; P = .36), communication (adjusted mean difference: 0.2 [95% confidence interval: -2.3 to 2.7]; P = .87), and home literacy (adjusted mean difference: -0.4 [95% confidence interval: -1.0 to 0.2]; P = .21).

CONCLUSIONS

This universal literacy-promotion program was not beneficial in relatively disadvantaged communities by the age of 2 years and may be ineffective. Alternative interpretations may relate to program intensity, reach and/or sleeper effects. Definitive outcomes at 4 years are awaited.

摘要

背景

尽管在更广泛的人群层面上,早期共享阅读和读写能力促进的益处有限,但仍激发了国际上对发展早期读写能力促进计划的兴趣。

目的

确定在生命的头 2 年中,基于人群的初级保健读写能力促进干预措施是否能提高 2 岁时随后读写能力的早期指标。

设计和方法

本项集群随机对照试验在澳大利亚墨尔本的 5 个相对贫困地区进行。在 1-2 个月大时,招募参加母婴保健中心的婴儿。干预措施(4-8、12 和 18 个月)包括母婴保健护士向父母示范共享阅读活动,同时为父母提供信息和免费书籍。结果(2 岁时)包括表达词汇量(麦克阿瑟·贝茨交际发展量表)、沟通(沟通与象征行为量表)和家庭读写环境(StimQ-学步儿)。我们使用允许聚类的随机效应(线性回归)模型分析了结果。

结果

共有 552 个家庭(87.6%;324 个干预组和 228 个对照组)保留了结果,他们来自于 630 个招募家庭(66.5%的回复率)。共有 97.3%的干预组父母接受了一些(93.7%到全部)干预措施。在 2 岁时,试验组在词汇量(调整后的平均差异:-2.0[95%置信区间:-6.2 至 2.2];P =.36)、沟通(调整后的平均差异:0.2[95%置信区间:-2.3 至 2.7];P =.87)和家庭读写环境(调整后的平均差异:-0.4[95%置信区间:-1.0 至 0.2];P =.21)方面没有差异。

结论

在相对贫困的社区中,这种普及的读写能力促进计划在 2 岁时并没有益处,可能无效。其他解释可能与计划强度、覆盖面和/或潜伏期效应有关。目前正在等待 4 岁时的明确结果。

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