Attitudes About Shared Reading Among At-Risk Mothers of Newborn Babies

doi:10.1016/j.ambp.2006.10.004

Ambulatory Pediatrics

Volume 7, Issue 1, January 2007, Pages 45-50

https://doi.org/10.1016/j.ambp.2006.10.004 Get rights and content

Objective

Attitudes about shared reading among at-risk mothers of newborn babies have not been the focus of previous study. Better understanding of factors associated with these attitudes would facilitate pediatricians’ provision of anticipatory guidance. We sought to assess sociodemographic correlates of attitudes regarding and resources available for shared reading among multiethnic, low socioeconomic status (SES) mothers of newborns.

Methods

This was a cross-sectional analysis of consecutive mother-infant dyads enrolled during the postpartum period onto an urban public hospital. Dependent variables were attitudes and resources related to shared reading with infants. Independent variables were family sociodemographics, reading difficulties, and social risks.

Results

A total of 211 mother-newborn dyads were assessed; 23.7% reported not planning to look at books together until 12 months or later, 42.2% reported no baby books in the home, and 19.9% reported concerns about shared reading. In multiple logistic regression analyses, independent significant associations with not planning to share books together in infancy were lower maternal education, not speaking English, and firstborn. Independent significant associations of not having baby books were not speaking English, firstborn, and perceived difficulty reading in their native language.

Conclusions

Many at-risk mothers of newborn babies do not report plans to read in infancy and do not have appropriate books in the home. Consideration should be given to universal provision of early anticipatory guidance addressing shared reading, either during the postpartum period or during initial well-child care visits.

Section snippets

Study Sample

This was a cross-sectional analysis of mother-infant dyads enrolled onto a longitudinal study of early child development. Consecutive enrollment of eligible dyads occurred from November 2005 to August 2006 in the postpartum unit of Bellevue Hospital Center, an urban public hospital serving at-risk families. Inclusion criteria were: intention to receive pediatric care at Bellevue, language English or Spanish, no medical complications, no Early Intervention eligibility. Written informed consent

Study Sample

A total of 293 mother-newborn dyads met eligibility criteria, of whom 211 (72.1%) were enrolled and 82 (27.9%) refused. Descriptive information is provided in Table 1. Fifty families (23.7%) did not report plans to read to their child in infancy. Eighty-nine (42.2%) did not report baby books in the home. Forty-two (19.9%) reported concerns about effective shared reading, including child care (3.3%), work or school (4.7%), household chores (4.3%), insufficient time (2.8%), illness or fatigue

Discussion

In this study, almost 25% of mothers of newborns delivering in an urban public hospital did not report plans to read books to their child in his or her infancy, and more than 40% did not have baby books in their homes. Mothers without plans to share books in infancy or baby books at home tended to have lower education and SES, firstborns, perceived reading difficulties, and not speak English. With the exception of SES, each of these retained significance after adjustment for potential

Acknowledgments

This study was performed with the support of National Institutes of Health (NIH)/National Institute of Child Health and Human Development (NICHD)-funded R01 “Promoting Early School Readiness in Primary Health Care” (R01 HD047740-02). We thank members of our project team for their work related to this study, including Virginia Flynn, Gilbert Foley, Leyla Almanza Peek, Jessica Urgelles, Margaret Wolff, and Brenda Woodford. We also thank our colleagues at the New York University Steinhardt School

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Cited by (20)

Beliefs and Motivations Regarding Early Shared Reading of Parents From Low-Income Households: A Qualitative Study
2024, Academic Pediatrics
Parent-child “shared” reading is a catalyst for development of language and other emergent literacy skills. The American Academy of Pediatrics recommends that parents initiate shared reading as soon as possible after birth. Persistent disparities exist in reading resources, routines, and subsequent literacy outcomes, disproportionately impacting low-income households. We sought to understand beliefs, motivations, and experiences regarding shared reading during early infancy among parents from low-income households.
In this qualitative exploratory study, parents of infants aged 0 to 9 months from low-income households who had initiated shared reading (“readers”) and those who had not (“nonreaders”) were purposefully recruited to participate in individual semistructured virtual interviews. These interviews were coded using inductive thematic analysis by a 3-member team with diverse backgrounds.
A total of 21 parents participated (57% readers, 86% mothers). Infants were 86% African American/Black, with a mean age of 3 months. Barriers noted by readers and nonreaders were i) competing demands on time, ii) lack of resources, and iii) parental mental health. An additional barrier noted solely by nonreaders was iv) it's too early/baby is not ready. Two benefits of reading were noted by both groups: 1) parents as child’s first teachers and 2) reading catalyzes the child’s development. Benefits noted exclusively by readers included 3) reading begets more reading, 4) bonding, 5) “it works,” and 6) “two-for-one” shared reading (other children involved).
This study provided insights into barriers and benefits regarding shared reading by socioeconomically disadvantaged parents of infants and has the potential to inform reading-related guidance and interventions.
Unique effects of book-reading at 9-months on vocabulary development at 36-months: Insights from a nationally representative sample of Irish families
2022, Early Childhood Research Quarterly
Citation Excerpt :
Ninio (1980) was among the first to identify qualitative differences in book-reading practices between lower-SES and higher-SES mothers and their 17–22-month-old children. Subsequent studies indicate there are SES differences in both the frequency of book-reading (Farrant & Zubrick, 2012; Karrass, VanDeventer & Braungart-Rieker, 2003; Kucirkova et al., 2018; Lyytinen, Laasko & Poikkeus, 1998; Raikes et al., 2006; Westerlund & Lagerberg, 2008), and in the onset of shared reading (Berkule, Dreyer, Huberman, Fierman & Mendelsohn, 2007; Phillips & Lonigan, 2009). On average, higher-SES caregivers start reading to their infants earlier, report reading more frequently, and adopt a more ‘demanding’ reading style (e.g., ask more questions, encourage more participation from their child).
It is well-established that participation in shared book reading interactions with caregivers supports children's early language and literacy development. Most of this literature focuses on reading experiences during the preschool period. Less is known about the nature and importance of such practices during infancy. Therefore, the goal of this study was to examine literacy practices between parents and infants in a large cohort study, Growing Up in Ireland. Interview, survey, and direct measurements of children's language skills were used to examine whether parent-report of book reading practices when children were 9-months predicted child expressive vocabulary at 36-months (N = 9171). Regression analysis indicated that approximately 80% of 9-month-old Irish children are read to by parents. Characteristics of families who were more likely to report reading with children emerged: those with higher educational attainment, fewer depressive symptoms, and those who report a high-quality home language environment (e.g., reported talking more to children during everyday activities). Furthermore, children who were read to at 9-months had stronger expressive vocabulary skills at 36-months, even after accounting for socio-demographic and home literacy environment covariates measured at both 9- and 36-months. Results are discussed using a bioecological framework to describe how proximal and distal factors in the child's environment converge to impact early childhood literacy development.
Randomized Trial of a Mobile App Introduced During Well-Visits to Enhance Guidance for Reading With Young Children
2021, Academic Pediatrics
Citation Excerpt :
At the baseline visit and before intervention or seeing the provider, measures were administered to parents with data directly entered into a REDCap21 database. Measures were: 1) a demographic survey including parental smartphone characteristics; 2) parental attitudes toward shared reading and family history of reading difficulties using items from published research6,22; 3) 6 items from the Reading and Parental Verbal Responsivity subscales of the StimQ2 home cognitive environment survey (Infant and Toddler versions),23 including shared reading frequency (ie, minutes/day); 4) the SharePR, a 10-item measure of shared reading quality with young children (eg, lap sitting, child-directed speech);24 5) ScreenQ-I/T, a 10-item survey reflecting AAP screen time guidelines,25 involving access, frequency, content and co-viewing; and 6) the LENA Snapshot (Language ENvironment Analysis, Boulder, Colo), a report-based measure of expressive and receptive language validated for age 6 months and older, generating a standard score.26 LENA Snapshot has 52 possible items, and parents are instructed to respond “Yes” if the child consistently demonstrates the behavior, else “Not yet,” and proceeds until the parent responds “Not yet” for 5 items in a row.
To estimate feasibility, usability and efficacy of a mobile parenting app (Rx for Success; RxS) to enhance reading guidance provided to parents of young children during well-visits.
This trial was conducted at a clinic serving primarily families of Hispanic ethnicity and low-socioeconomic status (SES) where Reach Out and Read (ROR) is standard practice. It involved 252 parent-child dyads in 2 age groups (~6-months old, ~18-months old) randomized during well-visits to receive RxS or a children's book modeling alternatives to screen time (Control) by research coordinators. RxS involves videos, activities and “push” messages. Follow-up assessments were conducted approximately 6 months later, including impression and use, shared reading behaviors, child language and screen time.
A total of 217 dyads completed both visits (110 RxS, 107 Control). Time to introduce RxS was under 3 minutes and 32% of parents experienced largely minor performance issues. Parent impression of RxS was favorable for both age groups at baseline and follow-up, though use was infrequent, attributable to a desire for more relevant and updated content. Significant findings favoring RxS included shared reading as a favorite activity, more frequent shared reading reported at 12 months and higher language scores at 24 months. Screen time was equivalent between cohorts, exceeding American Academy of Pediatrics guidelines.
A mobile app introduced to parents of young children from low-SES backgrounds was feasible during well-visits, rated as helpful, and effective to enhance shared reading at younger and language at older ages. While a potentially impactful enhancement to ROR, features needing improvement were identified.
Material Hardship and Internal Locus of Control Over the Prevention of Child Obesity in Low-Income Hispanic Pregnant Women
2016, Academic Pediatrics
Citation Excerpt :
Our findings further document that material hardships commonly occur during this vulnerable period, with approximately 60% of our sample experiencing at least 1 hardship. These findings are concerning because prenatal stressors are likely to influence attitudes strongly related to later parenting practices and have long-term effects on child outcomes.5,33 Our findings support the need for 2 generational obesity prevention strategies beginning during pregnancy.
To determine the relations between household material hardships and having a low internal locus of control over the prevention of child obesity in low-income Hispanic pregnant women.
We performed a cross-sectional analysis of baseline data collected during a third trimester prenatal visit from women participating in the Starting Early Study, a randomized controlled trial to test the efficacy of a primary care-based family-centered early child obesity prevention intervention. Using multiple logistic regression analyses, we determined whether 4 domains of material hardship (food insecurity, difficulty paying bills, housing disrepair, neighborhood stress), considered individually and also cumulatively, were associated with having a low internal locus of control over the prevention of child obesity.
The sample included 559 low-income Hispanic pregnant women, with 60% having experienced at least 1 hardship. Food insecurity was independently associated with a low internal locus of control over the prevention of child obesity (adjusted odds ratio, 2.38; 95% confidence interval, 1.50–3.77), controlling for other hardships and confounders. Experiencing a greater number of material hardships was associated in a dose-dependent relationship with an increased odds of having a low internal locus of control.
Prenatal material hardships, in particular food insecurity, were associated with having a lower prenatal internal locus of control over the prevention of child obesity. Longitudinal follow-up of this cohort is needed to determine how relations between material hardships and having a low internal locus of control will ultimately affect infant feeding practices and child weight trajectories.
A person-oriented approach to understanding dimensions of parenting in low-income mothers
2012, Early Childhood Research Quarterly
Citation Excerpt :
Poverty is related to several maternal and family characteristics in addition to low income: low education, single parenting, and early parenting. Lower levels of maternal education level, for example, predict less positive book reading attitudes and behavior (Berkule, Dreyer, Huberman, Fierman, & Mendelsohn, 2003; Torr, 2004). Poverty, teenage parenting, and low maternal education are associated with harsh or punitive parenting (Aber et al., 2000; Coyl, Roggman, & Newland, 2002; Eamon & Zuehl, 2001; Holden, Miller, & Harris, 1999; Shaw & Vondra, 1995).
The purpose of this study was to examine parenting types in a low-income sample from a person-oriented approach. Data were used from a public use data set from the Early Head Start Research and Evaluation Project (EHSREP) along with new extant ratings of parenting behavior from the EHSREP archive of videotaped parent–child observations. Parenting behavior indicators were examined using latent class analysis as a grouping strategy across three time points to characterize this sample of 2631 Early Head Start mothers. Three latent classes of mothers were identified at 14, 24, and 36 months: developmentally supportive (the largest group in this sample), unsupportive, and negative. Predictors of parenting types were also examined and parenting types were linked to child outcomes. The results of these analyses show common characteristics of these distinct types of parents likely to be in Early Head Start programs and may help programs identify which families would most benefit from services to help them increase behaviors to promote their young children's early development.
Mothers' Expectations for Shared Reading After Delivery: Implications for Reading Activities at 6 Months
2008, Ambulatory Pediatrics
To determine whether mothers with plans related to shared reading and baby books in the home at the time of delivery of their newborns would be more likely to engage in shared reading behaviors at age 6 months.
This was a cohort study with enrollment after birth and follow-up at 6 months in an urban public hospital. Predictors included mothers' attitudes and resources related to shared reading during the postpartum period. Outcomes included mothers' shared reading activities and resources at 6 months, as assessed by the StimQ-READ measure.
A total of 173 mother-infant dyads were assessed. In multiple regression analyses adjusting for sociodemographics and maternal depression and literacy, StimQ-READ score at 6 months was increased in association with all 3 postpartum predictors: plans for reading as a strategy for school success (adjusted mean 1.7-point increase in 6-month score; 95% confidence interval [95% CI], 0.3–3.0), plans to read in infancy (3.1-point increase; 95% CI, 1.6–4.6), and having baby books in the home (2.3-point increase; 95% CI, 0.9–3.6). In multiple logistic regression analysis, mothers with 2 or more attitudes and resources had an adjusted odds ratio of 6.2 (95% CI, 2.0–18.9) for having initiated reading at 6 months.
Maternal attitudes and resources in early infancy related to shared reading are important predictors of reading behaviors by 6 months. Cumulative postnatal attitudes and resources are the strongest predictors of later behaviors. Additional research is needed regarding whether guidance about shared reading in early infancy or pregnancy would enhance programs such as Reach Out and Read.

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Brief reportReading and literacyAttitudes About Shared Reading Among At-Risk Mothers of Newborn Babies

Objective

Methods

Results

Conclusions

Section snippets

Study Sample

Study Sample

Discussion

Acknowledgments

Ambul Pediatr

Promoting language and literacy through shared reading: the role of the pediatrician

Curr Problems Pediatr Adolesc Med

Home language and literacy environment: final results

Joint picture-book reading correlates of early oral language skill

J Child Lang

Books, toys, parents-child interaction and development in young Latino children

Ambul Pediatr

Predicting shared parent-child book reading in infancy

J Fam Psychol

Parent report of reading to young children

Pediatrics

Maternal attitudes and knowledge of child-rearing: associations with family and child outcomes

Child Dev

Reach Out and Read Program Manual

Literacy promotion in primary care pediatrics: can we make a difference?

Pediatrics

The impact of a clinic-based literacy intervention on language development in inner-city preschool children

Pediatrics

Assessing the child’s cognitive home environment through parental report: reliability and validity

Early Dev Parenting

Brief report
Reading and literacy
Attitudes About Shared Reading Among At-Risk Mothers of Newborn Babies