Tender Shoots: Effects of a Preschool Shared Book Reading Preventive Intervention on Parent–Child Reading and Parents’ Involvement in the First Year of School

Abstract Parent–child interactive shared reading can benefit young children’s language and emergent literacy skills; however, studies of programs to enhance often do not evaluate lasting effects after the transition primary school. In this randomized control study, 69 parents 3.5–4.5-year-old children participated in one three conditions for an evaluation 6-week Tender Shoots program: Rich Reading Reminiscing (RRR), Strengthening Sound Sensitivity (SSS), or Activity-Based Control (ABC). Parents both conditions, SSS RRR, were taught read interactively with their provided books support implementation. RRR targeted meaning-related talk likely vocabulary comprehension, whereas sound-related phonological awareness. Children ABC resources materials developmentally appropriate activities. Fifty-three dyads (77%) followed started school formal instruction. Comparisons interactions at follow-up indicated that groups still used more condition-specific than those other groups. Most reported they continued use project activities had school, although frequent program active control, ABC. Moreover, sometimes higher levels some broad involvement dimensions. These findings suggest as delivered here have long-lasting on extratextual during may aspects parents’ education.