Promoting Reading in Children: Do Reading Practices Differ in Children With Developmental Problems?

Abstract

The objective of this study was to describe and compare reading practices in caregivers of children with developmental/behavioral problems (DEV) to caregivers of children without developmental problems attending a general pediatric clinic (GEN). Cross-sectional, convenience samples of 321 caregivers of DEV and GEN children self-report reading practices including amount of daytime and nighttime reading, TV viewing, and number of books in the house. Reading 4 or more days per week is the primary outcome. Multivariate logistic regression analysis was used to compare reading 4 or more days per week with specific predictors. Odds ratios and 95% confidence intervals were reported. Three hundred and twenty-one caregivers participated in the study (DEV 204, GEN 117). Mean number of books in home (51.1+/-49.9), TV viewing hours per day (2.6+/-2.0), and days or nights read per week (days, 4.9+/-2.1; nights, 4.0+/-2.4) did not differ by group. Caregivers reporting incomes at 200% above the federal poverty level (FPL) were more likely to engage in reading more than 4 days per week (odds ratio 5.32; 95% confidence intervals, 1.19, 23.81) after controlling for developmental status, caregiver education and age, and frequency of television viewing. Positive home reading practices were predicted by FPL in children with and without developmental or behavioral problems and while controlling for child group status (DEV or GEN), caregiver education and age, and amount of TV viewing. Reading promotion programs should focus on children from low socioeconomic environments regardless of disability risk status.