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Mendelsohn et al. High-risk urban families participating in Reach Out and Read read more frequently to their children. Children exposed to Reach Out and Read had higher receptive language scores (words the child understands) and expressive language scores (words the child says). Increased exposure to Reach Out and Read led to larger increases in both receptive and expressive language scores.
- Mendelsohn A.L., Mogiler L.N., Dreyer B.P., Forman J.A., Weinstein S.C., Broderick M., Cheng K.J., Magloire T., Moore T., Napier C. “The impact of a clinic-based literacy intervention on language development in inner-city preschool children.” Pediatrics 2001; 107(1), p. 130–134.
High et al. Families participating in the Reach Out and Read model read to their children more often, and their toddlers’ receptive and expressive vocabulary scores were higher. This effect held in parents of different levels of education and English proficiency.
- High P.C., LaGasse L., Becker S., Ahlgren I., Gardner A. “Literacy promotion in primary care pediatrics: can we make a difference?” Pediatrics 2000; 104, p. 927–934