{"title":"想象图书馆对照顾者-儿童识字互动和入学准备的影响:两项准实验倾向得分研究的结果","authors":"A. Thompson, Heather Klemp, Anne E. Stinson","doi":"10.1080/10796126.2016.1187587","DOIUrl":null,"url":null,"abstract":"ABSTRACT The paper reports findings of two quasi-experimental, propensity score matched (PSM) studies on the effects of Imagination Library (IL). IL is a community book-distribution program targeting improved caregiver–child literacy interactions, which are hypothesized to lead to increased school readiness – consisting of improved emergent literacy skills and social-emotional school readiness. In Study One, interviews were used to examine proximal increases in the quality of child–caregiver literacy interactions with 112 PSM families (IL = 56; non-IL = 56). Small effects were observed in Study One favoring IL families on reading interactions (d = .043). In Study Two, 378 PSM kindergarten students (IL = 189; non-IL = 189) were compared with regard to standardized tests of emergent literacy skills and social-emotional school readiness – distal outcomes of IL. No effects were observed in Study Two. Taken together, these two studies run counter to prior reports on the effects of IL and suggest that more must be done to improve emergent literacy and school readiness beyond simply providing free books.","PeriodicalId":35244,"journal":{"name":"Journal of Children and Poverty","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10796126.2016.1187587","citationCount":"6","resultStr":"{\"title\":\"Effect of the Imagination Library on caregiver–child literacy interactions and school readiness: findings from two quasi-experimental propensity score studies\",\"authors\":\"A. Thompson, Heather Klemp, Anne E. Stinson\",\"doi\":\"10.1080/10796126.2016.1187587\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT The paper reports findings of two quasi-experimental, propensity score matched (PSM) studies on the effects of Imagination Library (IL). IL is a community book-distribution program targeting improved caregiver–child literacy interactions, which are hypothesized to lead to increased school readiness – consisting of improved emergent literacy skills and social-emotional school readiness. In Study One, interviews were used to examine proximal increases in the quality of child–caregiver literacy interactions with 112 PSM families (IL = 56; non-IL = 56). Small effects were observed in Study One favoring IL families on reading interactions (d = .043). In Study Two, 378 PSM kindergarten students (IL = 189; non-IL = 189) were compared with regard to standardized tests of emergent literacy skills and social-emotional school readiness – distal outcomes of IL. No effects were observed in Study Two. Taken together, these two studies run counter to prior reports on the effects of IL and suggest that more must be done to improve emergent literacy and school readiness beyond simply providing free books.\",\"PeriodicalId\":35244,\"journal\":{\"name\":\"Journal of Children and Poverty\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2017-01-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/10796126.2016.1187587\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Children and Poverty\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/10796126.2016.1187587\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Children and Poverty","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10796126.2016.1187587","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
Effect of the Imagination Library on caregiver–child literacy interactions and school readiness: findings from two quasi-experimental propensity score studies
ABSTRACT The paper reports findings of two quasi-experimental, propensity score matched (PSM) studies on the effects of Imagination Library (IL). IL is a community book-distribution program targeting improved caregiver–child literacy interactions, which are hypothesized to lead to increased school readiness – consisting of improved emergent literacy skills and social-emotional school readiness. In Study One, interviews were used to examine proximal increases in the quality of child–caregiver literacy interactions with 112 PSM families (IL = 56; non-IL = 56). Small effects were observed in Study One favoring IL families on reading interactions (d = .043). In Study Two, 378 PSM kindergarten students (IL = 189; non-IL = 189) were compared with regard to standardized tests of emergent literacy skills and social-emotional school readiness – distal outcomes of IL. No effects were observed in Study Two. Taken together, these two studies run counter to prior reports on the effects of IL and suggest that more must be done to improve emergent literacy and school readiness beyond simply providing free books.