Research Assistant Baylor University Waco, Texas, United States
Abstract: Book giving programs (e.g., Imagination Library) aim to foster a love of reading and increase children’s print exposure and academic success. In this survey study, we found that the majority of families enrolled in Imagination Library were extremely satisfied with the program and engaged in daily shared book reading.
Description:
Introduction: Throughout the United States, national reading achievement levels are extremely low. In the state of Texas specifically, reading scores for fourth-grade students have remained below the national average for over 10 years and have not varied across the past 30 years (National Assessment of Education Progress, 2019). Poor reading outcomes can be attributed in part to vast inequities in book access and early literacy supports. Literacy acquisition begins not merely with formal academic instruction but is bolstered with early literacy practices such as print exposure. When young children are exposed to books in the home, their oral language development is supported and they begin to acquire context and skills for learning to read (e.g., Mol & Bus, 2011). Consequently, a lack of early literacy support leads to unfortunate outcomes in a child’s academic performance.
To remedy limited access to books and support early literacy exposure, book gifting programs provide participants with free children’s books. One popular book gifting program is the Dolly Parton Imagination Library. Imagination Library aims to improve early childhood literacy and, in turn, later academic achievement by fostering the love of reading in young children by providing children up to the age of five with one age-appropriate storybook each month (Dolly Parton’s Imagination Library, n.d.). By doing so, Imagination Library seeks to catalyze print exposure, and consequently improve academic performance, by encouraging adult caregivers to read regularly to their children.
In this mixed methods study, we examined (a) the impact of book access via Imagination Library, a monthly book distribution program, on print exposure and shared book reading practices and (b) parent/guardians’ perceptions of how Imagination Library influences their home literacy practices, within one central Texas county. Findings from this study elucidate program effects and support further expansion of the Imagination Library program. More broadly, the findings add to the current evidence base regarding the experiences and perceived benefits of those enrolled in Imagination Library.
Methods: One hundred thirty-eight families enrolled in Imagination Library in a central Texas county completed an online survey on demographic variables (e.g., race, ethnicity, income), reading frequency, home literacy practices, and changes in book reading since enrolling. Survey data were exported from Qualtrics into Microsoft Excel. Data were analyzed using R statistical software. Logistic regression analyses were used to determine the effects of contextual factors (e.g., ethnicity, race, income) on daily reading. A dichotomous variable for length of enrollment measured in months was created (0-2 months vs. 3+ months) and included as the primary predictor of interest. The remaining contextual variables of interest were collapsed to enable more meaningful and higher powered analyses. This summer, qualitative interviews (n =10) are being conducted with respondents who agreed to complete the follow-up interview to explore our research questions in more depth.
Results: Based on the quantitative survey results, a majority of respondents reported that an adult reads to their child every day—with parents and caregivers being the most commonly reported person reading with the child. Nearly two thirds of participants reported that the frequency of shared book reading increased at least some after enrolling in Imagination Library. Approximately half of respondents reported reading with their child for up to 15 minutes in one sitting. During this time, the majority of respondents indicated that they usually talk about the pictures in the book and ask questions about the story. Imagination Library aims to promote parents’ use of shared book reading techniques such as these by including an insert about “Tips for sharing books with your child” in the first book each child receives. However, nearly half of the respondents reported not knowing about the reading tips and an additional third of respondents indicated only sometimes using the tips. Nearly half of respondents reported never visiting the library with their child. Beyond Imagination Library, respondents indicated that they most commonly purchase books themselves or are given books from someone else. Regarding contextual factors, race and educational level of the second parent in the household (other than the respondent) were found to be the only significant predictors of daily reading. Length of enrollment in Imagination Library was not a significant predictor of daily reading. Overall, the majority of respondents reported being very satisfied with Imagination Library and three-fourths reported that their child usually looks forward to the arrival of each month’s book. Qualitative interview data collection and analyses are ongoing and will be completed prior to the convention. Once data collection is complete, we will report qualitative results of the major themes that emerged in the follow-up interviews.
Discussion: Early literacy practices such as print exposure and shared book reading lay the foundation for development in oral language, vocabulary, and literacy. A cascading effect is observed in which children who are exposed to more books from a younger age, have better opportunities to develop pre-literacy skills (e.g., vocabulary, print awareness) which are critical skills for learning to read (Catts et al., 1999). As evidenced by the survey data presented here, book gifting programs promote shared book reading practices, improve the frequency of shared book reading, and are a large source of books in homes. Further, there appears to be an opportunity to further expand and strengthen the impact of Imagination Library and other book gifting programs by improving parent education on shared book reading techniques and strategies. Educating parents/caregivers on evidence-based shared book reading techniques could lead to even greater improvements in child literacy outcomes, especially for families who begin reading with their children in infancy and toddlerhood. Lastly, race and parental education were found to be predictors of daily reading and thus we observed, that at least in the present sample, the effects of Imagination Library varied based on these contextual variables. Though situated within one county-wide setting in central Texas, this study replicates and extends previous literature on book gifting programs such as Imagination Library.
Presentation Format & Methods: Poster presentation
Supporting Research: Reference 1: Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3(4), 331–361.
Supporting Research: Reference 2: Dolly Parton’s Imagination Library. (n.d.). Dolly Parton’s Imagination Library, United States. https://imaginationlibrary.com/usa/
Supporting Research: Reference 3: Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890
Supporting Research: Reference 4: US Department of Education. (2019). Nation’s Report Card: NAEP Reading. https://www.nationsreportcard.gov/reading?grade=4
Supporting Research: Reference 5:
Learning Objectives:
Describe free book gifting programs
List at least two benefits of the Imagination Library free book gifting program
Discuss contextual factors that do and do not contribute to daily shared book reading