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 - Funding Information:
Victoria J. Molfese is Chancellor Professor in the Department of Child, Youth and Family Studies at the University of Nebraska-Lincoln. She received her Ph.D. in Developmental Psychology from The Pennsylvania State University. She has published journal articles, books, and book chapters in the area of cognitive development in infants, children and adults, as well as on the influence of families, teachers, and classroom environments on the development of young children’s mathematics and literacy skills. Her recent work has been funded by grants from National Institutes of Health, Institute of Education Sciences, NASA and the Buffett Early Childhood Fund. Research is currently underway to evaluate the influence sleep habits on the development of self-regulation in toddlers and the development of mathematics professional development for preschool teachers. She can be contacted at the Department of Child, Youth and Family Studies, College of Education and Human Sciences, University of Nebraska-Lincoln.
Funding Information:
Funding for this project was received from the Department of Paediatrics Small Grant Programme, University of Louisville, School of Medicine, Louisville, Kentucky; Intramural Research Incentive Grant, University of Louisville; Target Corporation.
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 -