Adriana Weisleder|Denise S.R. Mazzuchelli|Aline Sá Lopez|Walfrido Duarte Neto|Carolyn Brockmeyer Cates|Hosana Alves Gonçalves|Róchele Paz Fonseca|João Batista Araújo e Oliveira|Alan L. Mendelsohn
Reading Aloud and Child Development: A Cluster-Randomized Trial in Brazil
New York University|New York University|Pontifícia Universidade Católica do Rio Grande do Sul|Pontifícia Universidade Católica do Rio Grande do Sul|New York University
many children low middleincome countries fail reach developmental potential sought determine parenting program focused promotion reading aloud enhanced parentchild interactions child development among lowincome families northern brazilthis clusterrandomized study educational child care centers randomly assigned receive additional parenting program intervention standard child care without parenting component control parentchild dyads enrolled beginning school year assessed enrollment end school year families intervention centers could borrow childrens books weekly basis could participate monthly parent workshops focused reading aloud compared parents children intervention control centers 9 months start intervention measures parentchild interaction child language cognitive socialemotional developmentfive hundred sixtysix parentchild dyads 279 intervention 287 control 12 child care clusters 2676 children per cluster assessed enrollment 464 86 contributed followup data parents intervention group engaged significantly greater cognitive stimulation cohens 043 higher quantity quality reading interactions 052057 controls children intervention scored significantly higher controls receptive vocabulary 033 working memory 046 iq 033an innovative program focused promotion parentchild reading aloud resulted benefits parentchild interactions child language cognitive development greater provided educational child care alone promising approach merits evaluation scale