New systematic translational review on improving young children’s reading skills

July 6, 2015

A new systematic translational review (STR) from the BCTR Research Synthesis Project examined whether there are brief, low-cost, home-based parenting interventions that improve pre-reading skills for children ages 2–5. The review of existing research on this subject found that there is an at-home method that has demonstrable positive effects on young children's reading skills: dialogic reading. For more information on the review process and findings, see the full STR, Parenting Interventions to Improve Pre-literacy Reading Skills for Children Ages 2–5.

STRs are the result of a new research synthesis protocol designed to include practitioner input in the review process while maintaining the structure of a systematic review and speed of a rapid review. The method was developed by Research Synthesis Project director Mary Maley to improve the accessibility and use of research evidence by community practitioners and policy makers. Review topics focus on applied practice questions which require a synopsis of evidence to use in order to strengthen program implementation. More about the STR process can be found here.

Previously pr0duced STRs:

• Community Engagement in Practice
• Parent Education for Teen Pregnancy Prevention
• Psycho-Social Evaluation Measures for 8-12 year-olds in Nutrition Education Programs