The Development and Initial Assessment of Reach out and Read plus Mathematics for Use in Primary Care Paediatrics

Autor/inn/en	Jones, V. Faye; Brown, Elizabeth Todd; Molfese, Victoria; Ferguson, Melissa C.; Jacobi-Vessels, Jill; Bertsch, Carey; Abraham, Tanya; Davis, Deborah Winders
Titel	The Development and Initial Assessment of Reach out and Read plus Mathematics for Use in Primary Care Paediatrics
Quelle	In: Early Child Development and Care, 185 (2015) 5, S.694-708 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.950261
Schlagwörter	Pediatrics; Primary Health Care; Low Income Groups; School Readiness; Kindergarten; Mathematics Skills; Parent Child Relationship; Parent Education; Intervention; Learning Activities; Mathematics Instruction; Statistical Analysis; Pretests Posttests; Parent Attitudes; Program Effectiveness; Preschool Children; Arithmetic; Geometry; Spatial Ability; Mathematical Concepts; Knowledge Level; Toddlers; Questionnaires; Color; Alphabets + Suchen Sie Ihr Suchwort? Klinische Sozialpädiatrie; Gesundheitsvorsorge; Readiness for school; School ability; Schulreife; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Lernaktivität; Mathematics lessons; Mathematikunterricht; Statistische Analyse; Elternverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Geometrie; Räumliches Vorstellungsvermögen; Wissensbasis; Infant; Infants; Toddler; Kleinkind; Fragebogen; Colour; Farbbezeichnung; Farbe; Buchstabenschrift
Abstract	Objective: Children from low-income families are often not well-prepared for kindergarten entry, especially in mathematical skills. Caregivers may lack the knowledge and confidence to teach early mathematical skills. The purpose of this study was to develop a parent-child activities-based mathematics learning programme and test its acceptability and initial efficacy. Method: The evidence-based Reach Out and Read (ROR) programme was adapted to incorporate mathematics content. ROR plus Mathematics (ROR+M) was developed and introduced during well-child visits. Descriptive and repeated-measures analysis of variance analyses were used to evaluate pre- and three weekly post-intervention assessments. Results: Parents self-reported acceptability and initial efficacy of the ROR+M programme was demonstrated. No change was reported in non-mathematical reading behaviour. Discussion: ROR+M was developed and implemented in a primary care paediatric setting serving primarily low-income families. Acceptability and initial efficacy was demonstrated. Randomised clinical trials are needed before widespread implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01