| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 359640 | Journal of Applied Developmental Psychology | 2014 | 10 Pages |
•Data from a randomized study of educational baby books for low-income first-time mothers were used.•We examined whether baby books altered maternal reading beliefs and practices over 18- months.•Receiving baby books resulted in more positive reading beliefs.•No change was found for reading practices.
The impact of a baby book intervention on promoting positive reading beliefs and increasing reading frequency for low-income, new mothers (n = 167) was examined. The Baby Books Project randomly assigned low-income, first-time mothers to one of three study conditions, receiving educational books, non-educational books, or no books, during pregnancy and over the first year of parenthood. Home-based data collection occurred through pregnancy until 18 months post-partum. Mothers who received free baby books had higher beliefs about the importance of reading, the value of having resources to support reading, and the importance of verbal participation during reading. The results showed that providing any type of baby books to mothers positively influenced maternal reading beliefs, but did not increase infant-mother reading practices. Maternal reading beliefs across all three groups were significantly associated with self-reported reading frequency when children were at least 12 months of age.
