Shared reading in infancy and later development: Evidence from an early intervention

Abstract

This study uses data from an evaluation of an early intervention programme, Preparing for Life, to estimate the impact of book gifting on shared reading during infancy and the association between reading and later development. Participants were randomised during pregnancy to a high intensity intervention group, receiving mentoring and book packs (n=78), and a low intensity intervention group, receiving book packs only (n=80). A no-intervention comparison group were allocated using non-random assignment (n=78). At 6 and 12months both the high and low intensity groups were more likely to read to their infant a few times per week or daily than the comparison group. The intervention groups did not differ statistically on reading frequency. Daily reading at 6months predicted higher vocabulary comprehension and production, cognition, and socioemotional competence at 12months. Book gifting may offer an efficient means of reading promotion in disadvantaged communities.