emporia state university li 810 xc research and inquiry in library and information science teresa...
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Emporia State UniversityEmporia State UniversityLI 810 XCLI 810 XC
Research and Inquiry in Library Research and Inquiry in Library and Information Scienceand Information Science
Teresa Harper, Becky Corning &Teresa Harper, Becky Corning &
Ken MilesKen Miles
March 6, 2009March 6, 2009
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http://pediatrics.aappublications.org/misc/about.shtml
• Peer-reviewed
• Audience - General medical professionals and pediatricians
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Social ResearchSocial Research
The Impact of a The Impact of a Clinic-Based Clinic-Based Literacy Literacy Intervention on Intervention on Language Language Development in Development in Inner-City Inner-City Preschool Preschool ChildrenChildren
Copyright 2001Copyright 2001
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www.reachoutandread.org
Reach Out and ReadReach Out and Read
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ObjectiveObjective
To determine the effect of a To determine the effect of a clinic-based literacy intervention clinic-based literacy intervention on the expressive and receptive on the expressive and receptive language development of language development of preschool children.preschool children.
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DescriptionDescription
Unit of AnalysesUnit of Analyses
LatinosLatinos African-AmericansAfrican-Americans
Clinic population not included: Clinic population not included: Whites, Native Americans, East Whites, Native Americans, East Asian and South AsianAsian and South Asian
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Purpose of Social ResearchPurpose of Social Research
DescriptionDescription ExplanationExplanation
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The results are in …The results are in …
The researchers in this study demonstrated an
enhancement of language in inner-city preschool children participating in Reach Out
and Read.
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The results are in …The results are in …
Reach Out and Read has beneficial effects on • Receptive language
and• Expressive language
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Subjects for StudySubjects for Study
122 study participants122 study participants Children age 2 to 5.9 years old, not Children age 2 to 5.9 years old, not
attending kindergarten.attending kindergarten. Primary caretaker had to be available for Primary caretaker had to be available for
interview on day of presentationinterview on day of presentation
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MeasurementMeasurement
Reading ActivitiesReading Activities READ Subscale of the StimQREAD Subscale of the StimQ
Language DevelopmentLanguage Development Receptive One-Word Picture Receptive One-Word Picture
Vocabulary TestVocabulary Test Expressive One-Word Picture Expressive One-Word Picture
Vocabulary TestVocabulary Test
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Literature reviewLiterature review
McCormick, CE. (Ed.). (1986). Intervention procedures for increasing preschool children's interest in and knowledge about reading. In: Teale WH, Sulzby E, eds. In Emergent Literacy: Writing and Reading Norwood, NJ: Ablex Publishing Corporation.
Rural Illinois Distribution of books, information
about reading distributed Associated with decreased placement
in low reading groups
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Literature reviewLiterature review
Whitehurst, GJ, Falco, FL, & Lonigan, CJ (1988). Accelerating language development through picture book reading. Dev Psychol. 24, 552-559.
Suffolk County, Long Island Parent-child verbal interactions Improvement in language
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Literature reviewLiterature review
Reach Out and Read National Center, Boston Medical Center. (1999). Reach Out and Read Program Manual (2nd ed.) [Brochure]. Boston, MA: P. Klass.
More recent research Pediatric visits viewed as unique
opportunity Improvement in language
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Literature reviewLiterature review
High, PC, LaGasse L, Becker S, Ahlgren I, Gardner A. (2000). Literacy promotion in primary care pediatrics: can we make a difference? Pediatrics.
Clinic-based literacy interventions on language outcomes
18-to-25-month-old children
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Who conducted Who conducted the research?the research?
2 investigators overseeing 2 investigators overseeing 6 research assistants6 research assistants
Information not provided: Information not provided: Who paid for the study?Who paid for the study?
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Sampling: Sampling: Convenience sampleConvenience sample
““Grab” or “opportunity” Grab” or “opportunity” samplingsampling
Nonprobability methodNonprobability method Vulnerable to sampling Vulnerable to sampling
errorerror
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Sampling: Sampling: Convenience sampleConvenience sample
Question: Question:
““Is there good reason to believe Is there good reason to believe that a particular convenience that a particular convenience sample would or should respond sample would or should respond or behave differently than a or behave differently than a random sample from the same random sample from the same population?”population?”
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ExperimentsExperiments
Intervention group - three years Intervention group - three years of Reach Out and Read of Reach Out and Read
Comparison group - three Comparison group - three months before studymonths before study
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ExperimentsExperiments
1. While families waited to see their pediatrician, volunteers and/or staff members sat with children on large playmats and modeled reading activities.
2. While families waited to see their pediatrician, volunteers and/or staff members approached families and discussed the importance of reading.
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ExperimentsExperiments
3. Pediatricians counseled families about the importance and fun of reading.
4. Pediatricians distributed developmentally appropriate books to families at each American Academy of Pediatrics (AAP)-recommended well-child visit.
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Quantitative: Parents were Quantitative: Parents were interviewed about number of interviewed about number of books, frequency of reading, books, frequency of reading, reading activities - parental reading activities - parental reports used to measure reports used to measure interventionintervention
Qualitative: Researchers looked Qualitative: Researchers looked for changes over timefor changes over time
Purpose and DesignPurpose and Design
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Additional findingAdditional finding
Not predicted or studied: Not predicted or studied: Children still scored lower than Children still scored lower than US sampleUS sample
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Some QuestionsSome Questions
ResearchersResearchers BudgetBudget
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How can findings be How can findings be generalized?generalized?
ROR is an important intervention for impoverished preschool children:
• Promotes parental literacy support • Enhances language development in
impoverished preschool children. • Integration into routine pediatric
health care recommended.