Early Literacy Research Library (ELRL) - Article

Promoting Early Literacy in the Pediatrician’s Office: What Have we Learned?

Golova, N., Cala, L.F.C., High, P.C. (2016) Promoting Early Literacy in the Pediatrician's Office: What Have We Learned? Journal of Clinical Outcomes Management, 23(6).,

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Publication year


study description


core topic(s)

Pediatric Primary Care , Reach Out and Read (ROR)

Population Characteristics

Medical Providers

Exposures, Outcomes, Other

Anticipatory Guidance , Brain/Neurocognitive , Language and Literacy Development , Provider Behaviors and Skills , Technology and Digital/Screen-Based Media


To describe current knowledge about the effects of promoting literacy and early language development in young children.


Reach Out and Read (ROR).

outcomes evaluated

Early literacy and language development.


Pediatric primary care.


Topics Discussed: Early Brain Development and Literacy Interventions, Impact of the "Word Gap", Outcomes of Poor Literacy, Why Books? What About Electronics and TV?, Benefits of the Reach Out and Read Model, Parent-Child Bonding from Sharing Books, The effects on the Brain from Listening to Stories.




Children who are exposed to literacy-promoting interventions in their pediatricians' offices are more likely to be read to frequently by their caregivers and have improved language skills when compared to children who are not. Language disparities can have life-long consequences that are particularly important in children from disadvantaged socioeconomic backgrounds. The power of the intervention may lie in the fact that it begins in a parent's lap and helps build strong and nurturing parent-child relationships as well as language skills.


Pediatric providers are in a unique position to positively influence a child's life course by promoting literacy starting at birth.


Not described.