READ TO ME! UPTAKE STUDY (REMUS)
Contact:  adam.cummins@iwk.nshealth.ca
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   The long-term scientific objective of the proposed project is to develop and implement cost effective methods to increase the reading readiness of children using a sustainable evidence-based intervention. We will conduct a structured evaluation of the uptake of Read to Me!, a universal infant family literacy program (the Read to Me Uptake Study, REMUS) and will identify methods of increasing uptake. We will develop possible content for a new intervention, Read to Me Plus!, which will strengthen the basic Read to Me! program. The short-term objective is to achieve clinically significant improvement in reading readiness of children by the time of school entry. This research will provide practical knowledge of best practices in delivering universal children's literacy programs.

A team of researchers from Dalhousie University and literacy professionals from Read to Me! have developed this research program to evaluate and advance Read to Me!, a province-wide, hospital-based early literacy program, designed to address low literacy rates. The Read to Me! program is delivered at each of the eleven hospitals providing obstetrical care in Nova Scotia, reaching over 95% of babies born in the province. Since 2002, parents have received the colorful Read to Me! bag, as well as personal counseling on the importance of encouraging the development of pre-literacy skills, beginning soon after a child's birth. The proposed research will measure and improve the uptake of the current Read to Me! program by determining the frequency and ways in which parents read to their children, and will identify methods by which the uptake can be increased further. We have completed the first and second phases of follow-up data collection through systematic telephone interviews with parents of just over 1000 infants between 1 and 10 months of age, (phase 1) and just over 650 toddlers between 9-19 months, (phase 2) who had received the Read to Me! package following their child's birth.

This longitudinal uptake study has helped to identify and document key factors that affect a child's literacy orientation as well as children's development of pre-literacy skills. We have also used survey methods to determine family preferences for continuing family-centered literacy education.

We have conducted focus groups with families who do and do not regularly read to or engage in other literacy enhancing activities with their children, to determine the reasons behind use of literacy-based activities with their children. We incorporated appropriate questions on reasons for literacy-based activities in our follow up REMUS survey (phase 2) as well as questions regarding parental preferences for content, timing and delivery of a new intervention - Read to Me! Plus. Family physicians and public health nurses have completed a set of surveys for researchers to identify health professional preferences for content, timing and delivery of Read to Me! Plus.

Longitudinally we hypothesize that parents will have increased engagement in reading and other literacy related activities with their children from early infancy as a result of receiving the Read to Me! package which would be enhanced by also receiving a Read to Me! Plus package. This will, in turn, increase children's reading readiness by the time they enter school. By enhancing Read to Me!'s universal, cost-effective program we can provide others with the comprehensive knowledge to improve the literacy levels of children through an effective early intervention.