The development and initial assessment of Reach Out and Read Plus Mathematics for use in primary care paediatrics

V. Faye Jones, Elizabeth Todd Brown, Victoria Molfese, Melissa C. Ferguson, Jill Jacobi-Vessels, Carey Bertsch, Tanya Abraham, Deborah Winders Davis

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)694-708
Number of pages15
JournalEarly Child Development and Care
Volume185
Issue number5
DOIs
StatePublished - May 4 2015

Keywords

  • low-income families
  • mathematics skills
  • preschool-age children
  • primary care

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Pediatrics

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