Publication:
Enhancing Young Children's Language Acquisition through Parent-Child Book-Sharing: A Randomized Trial in Rural Kenya

Simple item page
dc.contributor.authorKnauer, Heather A.
dc.contributor.authorJakiela, Pamela
dc.contributor.authorOzier, Owen
dc.contributor.authorAboud, Frances
dc.contributor.authorFernald, Lia C.H.
dc.date.accessioned2019-02-13T17:16:36Z
dc.date.available2019-02-13T17:16:36Z
dc.date.issued2019-02
dc.description.abstractWorldwide, 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.en
dc.identifierhttp://documents.worldbank.org/curated/en/792621549557749427/Enhancing-Young-Childrens-Language-Acquisition-through-Parent-Child-Book-Sharing-A-Randomized-Trial-in-Rural-Kenya
dc.identifier.doi10.1596/1813-9450-8733
dc.identifier.urihttps://hdl.handle.net/10986/31265
dc.languageEnglish
dc.publisherWorld Bank, Washington, DC
dc.relation.ispartofseriesPolicy Research Working Paper;No. 8733
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo
dc.subjectEARLY CHILD EDUCATION
dc.subjectLOCAL-LANGUAGE STORYBOOKS
dc.subjectPRIMARY EDUCATION
dc.subjectWORD GAP
dc.subjectDIALOGIC READING
dc.subjectSCHOOL READINESS
dc.subjectCOGNITIVE STIMULATION
dc.subjectPARENT TRAINING
dc.titleEnhancing Young Children's Language Acquisition through Parent-Child Book-Sharingen
dc.title.subtitleA Randomized Trial in Rural Kenyaen
dc.typeWorking Paperen
dc.typeDocument de travailfr
dc.typeDocumento de trabajoes
dspace.entity.typePublication
okr.associatedcontenthttps://openknowledge.worldbank.org/handle/10986/33117 Journal article (version of record)
okr.crossref.titleEnhancing Young Children's Language Acquisition through Parent-Child Book-Sharing: A Randomized Trial in Rural Kenya
okr.date.disclosure2019-02-07
okr.doctypePublications & Research
okr.doctypePublications & Research::Policy Research Working Paper
okr.docurlhttp://documents.worldbank.org/curated/en/792621549557749427/Enhancing-Young-Childrens-Language-Acquisition-through-Parent-Child-Book-Sharing-A-Randomized-Trial-in-Rural-Kenya
okr.guid792621549557749427
okr.identifier.doi10.1596/1813-9450-8733
okr.identifier.externaldocumentum090224b086935d91_1_0
okr.identifier.internaldocumentum30817069
okr.identifier.reportWPS8733
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/792621549557749427/pdf/WPS8733.pdfen
okr.region.administrativeAfrica
okr.region.countryKenya
okr.statistics.combined2013
okr.statistics.dr792621549557749427
okr.statistics.drstats1508
okr.topicEducation::Access & Equity in Basic Education
okr.topicEducation::Early Childhood Development
okr.topicEducation::Educational Sciences
okr.topicEducation::Effective Schools and Teachers
okr.topicEducation::Primary Education
okr.unitDevelopment Research Group, Development Economics
relation.isSeriesOfPublication26e071dc-b0bf-409c-b982-df2970295c87
relation.isSeriesOfPublication.latestForDiscovery26e071dc-b0bf-409c-b982-df2970295c87
Files
Original bundle
Now showing 1 - 2 of 2
Thumbnail Image
Name:
WPS8733.pdf
Size:
1.58 MB
Format:
Adobe Portable Document Format
Download
No Thumbnail Available
Name:
WPS8733.txt
Size:
106.16 KB
Format:
Plain Text
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Plain Text
Description:
Download
Collections
Policy Research Working Papers