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Brief ReportBrief Report

Parental Reading to Infants Improves Language Score: A Rural Family Medicine Intervention

Adam M. Franks, Callie Seaman, Emily K. Franks, William Rollyson and Todd Davies
The Journal of the American Board of Family Medicine November 2022, jabfm.2022.220064R2; DOI: https://doi.org/10.3122/jabfm.2022.220064R2
Adam M. Franks
From Department of Family and Community Health, Joan C. Edwards School of Medicine at Marshall University (AMF, WR, TD); National Capital Consortium Family Medicine Program (CS); American Speech–Language–Hearing Association (EKF).
MD
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Callie Seaman
From Department of Family and Community Health, Joan C. Edwards School of Medicine at Marshall University (AMF, WR, TD); National Capital Consortium Family Medicine Program (CS); American Speech–Language–Hearing Association (EKF).
MD
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Emily K. Franks
From Department of Family and Community Health, Joan C. Edwards School of Medicine at Marshall University (AMF, WR, TD); National Capital Consortium Family Medicine Program (CS); American Speech–Language–Hearing Association (EKF).
MA, CCC-SLP
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William Rollyson
From Department of Family and Community Health, Joan C. Edwards School of Medicine at Marshall University (AMF, WR, TD); National Capital Consortium Family Medicine Program (CS); American Speech–Language–Hearing Association (EKF).
MD
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Todd Davies
From Department of Family and Community Health, Joan C. Edwards School of Medicine at Marshall University (AMF, WR, TD); National Capital Consortium Family Medicine Program (CS); American Speech–Language–Hearing Association (EKF).
PhD
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Abstract

Introduction: Both expressive and receptive language development begins early in life. While the benefits of reading to toddlers (over 12 months old) is well-established, benefits of reading to infants (birth to 12 months old) is less established. This study’s objective is to determine if consistent reading to infants improves expressive and receptive language development during the first year of life.

Methods: We prospectively randomized infants at a family medicine clinic during their 2-week-old visits and gave them a collection of books. Group A (n = 16) received no instructions, while patients in Group B (n = 18) committed to read 1 book a day. Parents in Group C (n = 18) enrolled after 34 weeks gestation, committed to read 1 book a day, and watch an infant brain development video. We obtained average book counts and both expressive and receptive language testing at standard preventative visits through 12 months.

Results: Language scores did not differ between randomized groups. Always reading 7 books per week led to higher expressive, receptive and combined language scores at 9 months than sometimes reading fewer than 7 books per week (P = .025, 0.009 and 0.011 respectively). These differences increased by 12 months (P = .004, 0.002, and 0.003, respectively). Instructing parents to read daily encouraged parents to read more books per week at 4 months (P = .031) and 6 months (P = .049).

Discussion: Early, consistent reading demonstrates improved language scores as early as 9 months of age. Setting expectations of minimal daily reading impacted daily reading compliance early in life.

  • Child Development
  • Clinical Medicine
  • Communication
  • Language Development
  • Motivation
  • Parents
  • Pediatrics
  • Primary Health Care
  • Reading
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The Journal of the American Board of Family     Medicine: 38 (1)
The Journal of the American Board of Family Medicine
Vol. 38, Issue 1
January-February 2025
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Parental Reading to Infants Improves Language Score: A Rural Family Medicine Intervention
Adam M. Franks, Callie Seaman, Emily K. Franks, William Rollyson, Todd Davies
The Journal of the American Board of Family Medicine Nov 2022, jabfm.2022.220064R2; DOI: 10.3122/jabfm.2022.220064R2

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Parental Reading to Infants Improves Language Score: A Rural Family Medicine Intervention
Adam M. Franks, Callie Seaman, Emily K. Franks, William Rollyson, Todd Davies
The Journal of the American Board of Family Medicine Nov 2022, jabfm.2022.220064R2; DOI: 10.3122/jabfm.2022.220064R2
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Keywords

  • Child Development
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