***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Background Literacy is important for success in school and in adulthood . Book-gift programs at birth exist to help develop these foundations early on . The effectiveness of the Read to Me ! Nova Scotia Family Literacy Program ( a program where books and literacy material s are given to families in hospital when their baby is born ) on the duration and frequency with which mothers engage in reading and other literacy based activities with their newborns was assessed . Methods An observational cohort study design was used . Mothers of babies who received the Read to Me ! package in Nova Scotia born between January-August 2006 made up the intervention group ( N = 1051 ) . Mothers of babies born in Prince Edward Isl and between December 2006 and March 2008 made up the control group ( N = 279 ) and did not receive any literacy package when their baby was born . A phone question naire was conducted consisting of questions regarding frequency and duration of maternal engagement in language and literacy-based activities with their infants . These activities included reading , singing , talking , listening to CDs and the radio and watching TV .  Babies were aged 0–10 months at the time of the interview . Results Mothers who received  the Read to Me ! literacy package  spent significantly more time reading to their babies , 17.9 ± 17.6 min/day compared to controls 12.6 ± 10.7 min/day , ( p < 0.0001 ) . Conclusions Read to Me ! may be an inexpensive , easy to administer and effective intervention which results in increased shared reading of mothers and their newborns BACKGROUND Reading skills are critical to children 's success in school and the increasingly technologic workforce . Children from low-income families are at risk for home environments that fail to promote emergent literacy and for reading failure . A home environment that encourages learning and parents who are involved in their children 's education are important factors in school achievement . OBJECTIVE To evaluate the effects of a literacy promoting intervention delivered by pediatric providers as part of well-child care on parent attitudes and behaviors and on child language . DESIGN / METHODS A multicultural group of 205 low-income families with 5- to 11-month-olds were prospect ively enrolled , interviewed , and r and omized to intervention ( n = 106 ) or control ( n = 99 ) groups . Families in the intervention group received developmentally appropriate children 's books and educational material s and advice about sharing books with children , while those in the control group received no books or material s relevant to literacy . After an average of 3.4 well-child visits in both groups , 153 ( 75 % ) were reinterviewed and the children 's receptive and expressive vocabulary was tested using a modified version of the MacArthur Communication and Development Inventory ( Short Form ) . Parents were asked if their child understood ( receptive vocabulary ) or said ( expressive vocabulary ) each of 100 words , half of which were in the books given . Families were found to have a Child-Centered Literacy Orientation if they mentioned reading aloud as one of their child 's favorite activities or as one of their own favorite joint activities or if they usually read together at bedtime . At follow-up toddlers were 18.4 months old on average . RESULTS Intervention and control groups had similar literacy related characteristics at baseline . There was a 40 % increase in Child-Centered Literacy Orientation among intervention families compared with 16 % among controls . Intervention families read more with their toddlers ( 4.3 vs 3.8 days/week ) . Both receptive and expressive vocabulary scores were higher in older intervention toddlers ( 18 - 25 months old ; n = 88 ) , but not in younger intervention toddlers ( 13 - 17 months old ; n = 62 ) . This significant effect of the intervention on vocabulary scores in older toddlers was found for both the 50 words in the books and those not in the books . After parent education , foreign birth and language proficiency , and child age were statistically controlled , the intervention remained significantly associated with higher language outcomes in older toddlers . However , when reading aloud was added to the multivariate analysis , the influence of the intervention was no longer evident , suggesting the intervention 's effect on child language was mediated through increased shared reading with these toddlers . CONCLUSION This simple and inexpensive intervention , delivered as part of well-child care , changed parent attitudes toward the importance of reading with their infants and toddlers . These intervention parents and their children read more together and this was associated with enhanced language development in older toddlers in this diverse group of low-income families OBJECTIVE To evaluate a program of anticipatory guidance in which pediatric residents and nurse practitioners in a continuity practice gave parents books for their young children along with developmentally appropriate educational material s describing why and how to share the books and promoting reading as part of a bedtime routine . STUDY DESIGN Comparison of 2 cross-sectional groups using consecutive , structured , face-to-face or telephone interviews of parents . One group was a historical control or  a  comparison group ( group 1 ) . The other was the  intervention group ( group 2 ) , which included families who had received 2 books and educational material s for the children as part of the program to promote book sharing and bedtime routines . SUBJECTS Before the institution of the program to promote book sharing and bedtime routines , the parents in 51 families with healthy children 12 to 38 months of age who regularly attended continuity clinics conducted by the house staff were interviewed ; these families constituted group 1 . Group 1 included a low-income population of Hispanic , African American , and non-Hispanic white families . Group 2 included 100 families with similar sociodemographic characteristics with healthy 12- to 38-month-old children who had received 2 books and educational material s at all 6- to 36-month well-child visits as part of the program . RESULTS The intervention was found to be effective in promoting child-centered literacy activities . When asked openended questions , 4 ( 8 % ) of the parents in group 1 and 21 ( 21 % ) of the parents in group 2 said 1 of their child 's 3 favorite activities included books ( P=.04 ) ; 11 ( 22 % ) of the parents in group 1 and 42 ( 42 % ) of the parents in group 2 said 1 of their 3 favorite activities with their child was book sharing ( P=.01 ) ; and 10 ( 20 % ) of the parents in group 1 and 35 ( 35 % ) of the parents in group 2 said that they share books 6 or 7 times a week at bedtime ( P = .05 ) . By mentioning 1 of these 3 important child-centered book-sharing activities , 17 ( 33 % ) of the parents in group 1 and 69 ( 69 % ) of the parents in group 2 ( P < .001 ) demonstrated positive child-centered literacy orientation . A multiple logistic regression analysis controlling for parental education , ethnicity , and reading habits , as well as for the sex and age of the children , found child-centered literacy orientation more likely to be present in group 2 than in group 1 families , with an odds ratio ( OR ) of 4.7 ( 95 % confidence interval [ CI ] , 2.1 - 10.5 ; P<.001 ) .  Book sharing  as part of a bedtime routine was more frequent in group 2 ( mean+/-SD , 3.9+/-2.6 nights per week ) than in group 1 ( mean+/-SD , 2.5+/-2.7 nights per week ; P=.002 ) ; however , no significant differences in prolonged bedtime struggles , parent-child co-sleeping , frequent night waking , or how children fell asleep were found between the groups . Instead , in multivariate analysis , bedtime struggles occurred more often with younger parents ( P=.03 ) and fewer children at home ( P=.02 ) , while parent-child co-sleeping ( P<.001 ) and frequent night waking ( P=.04 ) were less likely to occur when children usually fell asleep alone in their own beds . CONCLUSIONS This simple and inexpensive intervention by pediatric house staff , consisting of the provision of children 's books and educational material s at well-child visits , result ed in increased enjoyment of and participation in child-centered book-related activities in low-income families . Primary care providers ( ie , physicians and nurse practitioners ) serving underserved pediatric population s may have a unique opportunity to promote child-centered literacy in at-risk groups Background . Reading aloud is an important activity to prepare children to succeed in learning to read . Many Hispanic children have reading difficulties and therefore are at increased risk for school failure . Methods . We conducted a prospect i ve , r and omized , controlled study to evaluate the effectiveness of a literacy promoting intervention delivered to low-income Hispanic families with infants . We consecutively enrolled 135 low-income Hispanic parents of healthy 5 to 11 month old infants . Families were r and omly assigned to an intervention ( n = 65 ) or control ( n = 70 ) group . At enrollment and at two consecutive well-child visits , pediatricians gave intervention families : 1 ) an age-appropriate bilingual children 's book , 2 ) a bilingual h and out explaining the benefits of reading to children , and 3 ) literacy-promoting anticipatory guidance . Ten months after enrollment we reinterviewed 130 parents . Results . Both groups were comparable at baseline . At follow-up , intervention parents were more likely to read books with their child at least 3 days/week ( intervention = 66 % vs control parents = 24 % ) and to report that reading books was one of their three most favorite things to do with their child ( intervention = 43 % vs controls = 13 % ) . Intervention families also had a greater number of children 's books and total books at home . Using a multiple logistic regression model , controlling for child and parental age , reading habits , and English proficiency , we found that the odds of parents reading to their child at least 3 days/week were 10 times greater in intervention families ( OR 10.1 , 95 % CI 4.0–25.6 ) compared with control families . Conclusions . This simple , culturally appropriate intervention significantly increased literacy behaviors in low-income Hispanic families Effects of a community-based literacy program on 1− , 2− , and 3-year-old children 's language and conceptual development were assessed . University students were trained to teach Head Start parents effective methods for reading to their children . Families were r and omly assigned to receive 18 , 3 , or 0 instructional visits . Results indicated that parents in the 18-instructional-visit program increased their participation in appropriate literacy behaviors such as reading to their children , teaching concepts to their children , and using the library , more than parents in the 0-instructional-visit groups . Children in the 18-instructional-visit program showed greater gains in language and conceptual development than children in the 0-instructional-visit group . Few differences were found between children in the 3-visti and 0-instructional-visit groups . Thus , only a high-intensity community-based intervention design ed to train parents was effective in increasing emergent literacy in low-income ethnic children 
    Output:
    
Results indicate that interventions aim ed at increasing the amount of time parents spend reading interactively with their children yield positive results .
Findings also demonstrate that pediatric primary care providers are well positioned to deliver reading promotion programs to parents and preschoolers