Adam M. Franks, MD; Callie Seaman, MD; Emily K. Franks, MA, CCC-SLP; William Rollyson, MD; Todd Davies, PhD
Corresponding Author: Adam M. Franks, MD; Dept. of Family and Community Health - Joan C. Edwards SOM at Marshall University.
Contact Email: franks1@marshall.edu
Section: Brief Report
Ahead of Print: | HTML | | PDF | Final Publication: | HTML | | PDF |
INTRODUCTION: Both expressive and receptive language development begins early in life. While the benefits of reading to toddlers (over twelve months old) is well-established, benefits of reading to infants (birth to twelve 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 two-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 one book a day. Parents in group C (n = 18) enrolled after 34 weeks gestation, committed to read one book a day, and watch an infant brain development video. We obtained average book counts and both expressive and receptive language testing (REEL-3) at standard preventative visits through twelve months.
RESULTS: Language scores did not differ between randomized groups. Always reading seven books per week led to higher expressive, receptive and combined language scores at nine months than sometimes reading fewer than seven books per week (p=0.025, 0.009 and 0.011 respectively). These differences increased by twelve months (p=0.004, 0.002, and 0.003, respectively). Instructing parents to read daily encouraged parents to read more books per week at four months (p=0.031) and six months (p=0.049).
DISCUSSION / CONCLUSION: Early, consistent reading demonstrates improved language scores as early as nine months of age. Setting expectations of minimal daily reading impacted daily reading compliance early in life.