Factors Associated With Increased Reading Frequency in Children Exposed to Reach Out and Read

Abstract

ObjectiveA 2014 American Academy of Pediatrics Policy Statement on Literacy Promotion recommends providers endorse daily caregiver–child reading during health supervision visits. Reach Out and Read (ROR) is a widely used model of office-based early literacy promotion. We hypothesized that exposure to ROR and other variables such as reading as part of a bedtime routine positively correlate with caregiver–child reading frequency. MethodsThis is a cross-sectional study based on a convenience sample of caregivers at 8 ROR-Milwaukee sites, which serve predominantly low-income populations in Milwaukee. On the basis of results of previously validated questionnaires, odds ratios were calculated to determine which variables are significantly associated with caregivers' reading to children 0 to 2 (rarely), 3 to 6 (often), and 7 (daily) days per week. Random forest analysis was performed to examine relative importance of variables in predicting caregivers' reading frequency. ResultsA total of 256 caregivers were eligible for analysis; those who reported receiving ≥4 books from pediatricians read to children more days per week compared to those receiving fewer books (5.07 vs 3.61, P < .001) and were more likely to read daily (odds ratio 3.07, 95% confidence interval 1.80–5.23). Caregivers' interest in reading, number of children's books in the home, reading as part of a bedtime routine, and number of books received from pediatricians were among the most important variables in distinguishing rarely, often, and daily reading caregivers. ConclusionsExposure to ROR-Milwaukee's intervention is associated with increased reading frequency. Identified variables such as reading as a bedtime routine and number of children's books in the home should be targets for future literacy-promoting interventions.