The Effects of a Parent-Directed Language Intervention on Children’s Interest in Reading and Mother’s Quality of Reading
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Parent-child reading at an early pre-literacy age improves language acquisition and develops important literacy skills, such as knowledge of vocabulary, familiarity with print, understanding of narratives, and a positive attitude towards reading– that are essential for a child learning how to read and for future school success. Parent-focused language development interventions have been shown to increase productive, caring, and engaged parent teaching and reading styles (Noel, Peterson, & Jesso, 2008; Pungello et al., 2009; Roberts & Kaiser, 2012; Suskind et al., 2015; Thomas et al. 2013). The Thirty Million Words curriculum is a language development intervention designed to educate low socioeconomic status (SES) mothers on book reading habits that will foster a quality language environment for their children. A previous study found parent’s knowledge of child development to improve after the intervention (Suskind et al., 2015). The purpose of this study was to longitudinally study the effects of the Thirty Million Words reading intervention on mother and child outcomes. Specifically, did children’s interest in reading activities improve because the intervention taught mothers how to become quality readers?