Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

Sign In to gain access to subscriptions and/or personal tools.
Clinical Pediatrics
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Web of Science (5)
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Theriot, J. A.
Right arrow Articles by Bada, H. S.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Theriot, J. A.
Right arrow Articles by Bada, H. S.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

The Impact of Early Literacy Guidance on Language Skills of 3-Vear-Olds

Judy A. Theriot, MD

Sofia M. Franco, MD

Barbara A. Sisson, MD

Sharon C. Metcalf, RN, PNP

Mary A. Kennedy, CCC-SLP, MS

Department of Pediatrics/C & Y, University of Louisville/School of Medicine, Louisville, KY

Henrietta S. Bada, MD

Department of Pediatrics, University of Tennessee/School of Medicine, Memphis, TN

The objective of this prospective study was to determine the impact of early literacy anticipatory guidance (AG) with provision of books on language development in 3-year-olds in an early literacy program at a University-affiliated inner-city pediatric clinic. The Peabody Picture Vocabulary Test (PPVT-III) and the Expressive One Word Picture Vocabulary Test (EOWPVT-R) were administered to 33-39-month-old children exposed to an early literacy program, which included AG and provision of an age-appropriate book at each well-child visit starting at 2 months old. Children with developmental delays were excluded. Parental surveys on literacy and demographic data were obtained. Univariate and multivariate analyses were performed. Sixty-four children were evaluated; 88% African American, 89% Medicaid recipients. Fifty-eight percent of families reported familycentered literacy orientation. The PPVT-III scores directly correlated with the number of AG visits with book given x number of books purchased (r2 = 0.025, p = 0.0006). Higher scores in EOWPVT-R were predicted by race and the number of visits with books given x number of books purchased (r2 = 0.182, p = 0.0009). All families reported reading together, half reporting positive familycentered literacy. Given the same number of books purchased for each child, the outcome scores were higher the greater the number of clinic visits wherein AG included early literacy and provision of books.

Clinical Pediatrics, Vol. 42, No. 2, 165-172 (2003)
DOI: 10.1177/000992280304200211
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Health Educ BehavHome page
C. von Wagner, A. Steptoe, M. S. Wolf, and J. Wardle
Health Literacy and Health Actions: A Review and a Framework From Health Psychology
Health Educ Behav, October 1, 2009; 36(5): 860 - 877.
[Abstract] [PDF]

Home page
 CLIN PEDIATRHome page
B. Prathanee and B. Thinkamrob
Letter to the Editor
Clinical Pediatrics, September 1, 2005; 44(7): 645 - 645.
[PDF]