Researchers in the Netherlands recently explored the effects of Reading Express, an intervention for children ages 2-8 at risk of language delays. This program emphasizes interactive shared reading via home visits with parents of low socio-economic and ethnic minority status. In a quasi-experimental study, Dias-Broens & van Steensel assessed 176 children from 146 families (95 experimental, 81 control), measuring vocabulary, story comprehension, and book exposure, and surveyed parents about their reading practices.
Researchers found positive home literacy environment changes in children’s book exposure and families’ shared reading experiences. These changes were maintained over time. In addition, the program identified short-term effects on story comprehension, but positive trends leveled off 20 weeks after the program ended. No effect was seen on receptive vocabulary.
These findings suggest that it is possible to change parent reading practices through home visits, although the effects leveled off at 20 weeks. The authors surmised that some of the limited impact may be due to implementation issues such as mixed parental engagement during home visits. They argue that more specific adaptation and tailoring of home visit practices and processes for the intended audience may further support programmatic success in improving student literacy outcomes in the long term.
Source: Dias-Broens, A. S., & van Steensel, R. (2023). Home-visiting in a shared reading intervention: Effects on children from low SES and ethnic minority families. Early Education and Development, 34(8), 1919–1940. https://doi.org/10.1080/10409289.2022.2123294