Enhancing Young Children's Language Acquisition through Parent-Child Book-Sharing : A Randomized Trial in Rural Kenya
Worldwide, 250 million children under five (43 percent) are not meeting their developmental potential because they lack adequate nutrition and cognitive stimulation in early childhood. Several parent support programs have shown significant benefits...
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| Format: | Working Paper |
| Language: | English |
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World Bank, Washington, DC
2019
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| Online Access: | http://documents.worldbank.org/curated/en/792621549557749427/Enhancing-Young-Childrens-Language-Acquisition-through-Parent-Child-Book-Sharing-A-Randomized-Trial-in-Rural-Kenya http://hdl.handle.net/10986/31265 |
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okr-10986-312652022-05-21T06:15:07Z Enhancing Young Children's Language Acquisition through Parent-Child Book-Sharing : A Randomized Trial in Rural Kenya Knauer, Heather A. Jakiela, Pamela Ozier, Owen Aboud, Frances Fernald, Lia C.H. EARLY CHILD EDUCATION LOCAL-LANGUAGE STORYBOOKS PRIMARY EDUCATION WORD GAP DIALOGIC READING SCHOOL READINESS COGNITIVE STIMULATION PARENT TRAINING Worldwide, 250 million children under five (43 percent) are not meeting their developmental potential because they lack adequate nutrition and cognitive stimulation in early childhood. Several parent support programs have shown significant benefits for children's development, but the programs are often expensive and resource intensive. The objective of this study was to test several variants of a potentially scalable, cost-effective intervention to increase cognitive stimulation by parents and improve emergent literacy skills in children. The intervention was a modified dialogic reading training program that used culturally and linguistically appropriate books adapted for a low-literacy population. The study used a cluster randomized controlled trial with four intervention arms and one control arm in a sample of caregivers (n = 357) and their 24- to 83- month-old children ages 24 to 83 months (n = 510) in rural Kenya. The first treatment group received storybooks, while the other treatment arms received storybooks paired with varying quantities of modified dialogic reading training for parents. The main effects of each arm of the trial were examined, and tests of heterogeneity were conducted to examine differential effects among children of illiterate versus literate caregivers. Parent training paired with the provision of culturally appropriate children’s books increased reading frequency and improved the quality of caregiver-child reading interactions among preschool-age children. Treatments involving training improved storybook-specific expressive vocabulary. The children of illiterate caregivers benefited at least as much as the children of literate caregivers. For some outcomes, the effects were comparable; for other outcomes, there were differentially larger effects for children of illiterate caregivers. 2019-02-13T17:16:36Z 2019-02-13T17:16:36Z 2019-02 Working Paper http://documents.worldbank.org/curated/en/792621549557749427/Enhancing-Young-Childrens-Language-Acquisition-through-Parent-Child-Book-Sharing-A-Randomized-Trial-in-Rural-Kenya http://hdl.handle.net/10986/31265 English Policy Research Working Paper;No. 8733 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Africa Kenya |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
EARLY CHILD EDUCATION LOCAL-LANGUAGE STORYBOOKS PRIMARY EDUCATION WORD GAP DIALOGIC READING SCHOOL READINESS COGNITIVE STIMULATION PARENT TRAINING |
| spellingShingle |
EARLY CHILD EDUCATION LOCAL-LANGUAGE STORYBOOKS PRIMARY EDUCATION WORD GAP DIALOGIC READING SCHOOL READINESS COGNITIVE STIMULATION PARENT TRAINING Knauer, Heather A. Jakiela, Pamela Ozier, Owen Aboud, Frances Fernald, Lia C.H. Enhancing Young Children's Language Acquisition through Parent-Child Book-Sharing : A Randomized Trial in Rural Kenya |
| geographic_facet |
Africa Kenya |
| relation |
Policy Research Working Paper;No. 8733 |
| description |
Worldwide, 250 million children under
five (43 percent) are not meeting their developmental
potential because they lack adequate nutrition and cognitive
stimulation in early childhood. Several parent support
programs have shown significant benefits for children's
development, but the programs are often expensive and
resource intensive. The objective of this study was to test
several variants of a potentially scalable, cost-effective
intervention to increase cognitive stimulation by parents
and improve emergent literacy skills in children. The
intervention was a modified dialogic reading training
program that used culturally and linguistically appropriate
books adapted for a low-literacy population. The study used
a cluster randomized controlled trial with four intervention
arms and one control arm in a sample of caregivers (n = 357)
and their 24- to 83- month-old children ages 24 to 83 months
(n = 510) in rural Kenya. The first treatment group received
storybooks, while the other treatment arms received
storybooks paired with varying quantities of modified
dialogic reading training for parents. The main effects of
each arm of the trial were examined, and tests of
heterogeneity were conducted to examine differential effects
among children of illiterate versus literate caregivers.
Parent training paired with the provision of culturally
appropriate children’s books increased reading frequency and
improved the quality of caregiver-child reading interactions
among preschool-age children. Treatments involving training
improved storybook-specific expressive vocabulary. The
children of illiterate caregivers benefited at least as much
as the children of literate caregivers. For some outcomes,
the effects were comparable; for other outcomes, there were
differentially larger effects for children of illiterate caregivers. |
| format |
Working Paper |
| author |
Knauer, Heather A. Jakiela, Pamela Ozier, Owen Aboud, Frances Fernald, Lia C.H. |
| author_facet |
Knauer, Heather A. Jakiela, Pamela Ozier, Owen Aboud, Frances Fernald, Lia C.H. |
| author_sort |
Knauer, Heather A. |
| title |
Enhancing Young Children's Language Acquisition through Parent-Child Book-Sharing : A Randomized Trial in Rural Kenya |
| title_short |
Enhancing Young Children's Language Acquisition through Parent-Child Book-Sharing : A Randomized Trial in Rural Kenya |
| title_full |
Enhancing Young Children's Language Acquisition through Parent-Child Book-Sharing : A Randomized Trial in Rural Kenya |
| title_fullStr |
Enhancing Young Children's Language Acquisition through Parent-Child Book-Sharing : A Randomized Trial in Rural Kenya |
| title_full_unstemmed |
Enhancing Young Children's Language Acquisition through Parent-Child Book-Sharing : A Randomized Trial in Rural Kenya |
| title_sort |
enhancing young children's language acquisition through parent-child book-sharing : a randomized trial in rural kenya |
| publisher |
World Bank, Washington, DC |
| publishDate |
2019 |
| url |
http://documents.worldbank.org/curated/en/792621549557749427/Enhancing-Young-Childrens-Language-Acquisition-through-Parent-Child-Book-Sharing-A-Randomized-Trial-in-Rural-Kenya http://hdl.handle.net/10986/31265 |
| _version_ |
1764473927525990400 |