TY - JOUR
T1 - The development and initial assessment of Reach Out and Read Plus Mathematics for use in primary care paediatrics
AU - Jones, V. Faye
AU - Brown, Elizabeth Todd
AU - Molfese, Victoria
AU - Ferguson, Melissa C.
AU - Jacobi-Vessels, Jill
AU - Bertsch, Carey
AU - Abraham, Tanya
AU - Davis, Deborah Winders
N1 - Publisher Copyright:
© 2014, © 2014 Taylor & Francis.
PY - 2015/5/4
Y1 - 2015/5/4
N2 - Objective: Children from low-income families are often not well-prepared for kindergarten entry, especially in mathematical skills. Caregivers may lack the knowledge and confidence to teach early mathematical skills. The purpose of this study was to develop a parent–child activities-based mathematics learning programme and test its acceptability and initial efficacy. Method: The evidence-based Reach Out and Read (ROR) programme was adapted to incorporate mathematics content. ROR plus Mathematics (ROR+M) was developed and introduced during well-child visits. Descriptive and repeated-measures analysis of variance analyses were used to evaluate pre- and three weekly post-intervention assessments. Results: Parents self-reported acceptability and initial efficacy of the ROR+M programme was demonstrated. No change was reported in non-mathematical reading behaviour. Discussion: ROR+M was developed and implemented in a primary care paediatric setting serving primarily low-income families. Acceptability and initial efficacy was demonstrated. Randomised clinical trials are needed before widespread implementation.
AB - Objective: Children from low-income families are often not well-prepared for kindergarten entry, especially in mathematical skills. Caregivers may lack the knowledge and confidence to teach early mathematical skills. The purpose of this study was to develop a parent–child activities-based mathematics learning programme and test its acceptability and initial efficacy. Method: The evidence-based Reach Out and Read (ROR) programme was adapted to incorporate mathematics content. ROR plus Mathematics (ROR+M) was developed and introduced during well-child visits. Descriptive and repeated-measures analysis of variance analyses were used to evaluate pre- and three weekly post-intervention assessments. Results: Parents self-reported acceptability and initial efficacy of the ROR+M programme was demonstrated. No change was reported in non-mathematical reading behaviour. Discussion: ROR+M was developed and implemented in a primary care paediatric setting serving primarily low-income families. Acceptability and initial efficacy was demonstrated. Randomised clinical trials are needed before widespread implementation.
KW - low-income families
KW - mathematics skills
KW - preschool-age children
KW - primary care
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U2 - 10.1080/03004430.2014.950261
DO - 10.1080/03004430.2014.950261
M3 - Article
AN - SCOPUS:84961374296
SN - 0300-4430
VL - 185
SP - 694
EP - 708
JO - Early Child Development and Care
JF - Early Child Development and Care
IS - 5
ER -