Tender Shoots: A Parent‐Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later

Abstract

AbstractThis study evaluated a parent‐mediated preventive intervention for children’s literacy skills 1 year after participation. Parents of 3½ to 4½‐year‐old‐children (n = 69) recruited through early childhood centers were randomly assigned to one of three conditions: (a) a target shared reading condition emphasizing phonological awareness (Strengthening Sound Sensitivity; SSS); (b) an alternative shared reading condition emphasizing meaning‐related extra‐textual talk (Rich Reading and Reminiscing; RRR); or (c) a non‐reading activities control condition (Activity‐Based Control; ABC), all implemented for 6 weeks. Together, SSS and RRR comprise Tender Shoots. Tender Shoots' conditions included one parent‐education session, used the same books, provided parents two books per week, and encouraged scaffolding higher‐level skills through repeated readings and verbal interactions outside reading. The non‐reading control provided weekly resources and suggested activities for preschool children. At follow‐up 1 year later, children (n = 62; 5‐ to 6‐years‐old) were in their first year of primary school and reading instruction. Controlling for age and baseline alphabet knowledge, analyses indicated benefits of SSS participation for children’s letter sounds (d = .74), pseudoword (d = .85) and word reading (d = .66), book level (d = .82), and teacher judged reading (d = .60) relative to ABC, with medium to large effects. Age at follow‐up moderated the effect of condition on word reading, such that benefits of SSS were observed for children who were older and had been in school longer (around 6 months or more). Findings suggest SSS is promising for preparing preschool children for reading acquisition.