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首页> 外文期刊>Pediatrics: Official Publication of the American Academy of Pediatrics >Literacy promotion for families participating in the women, infants and children program.
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Literacy promotion for families participating in the women, infants and children program.

机译：促进参与妇女，婴儿和儿童计划的家庭的扫盲。

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摘要

OBJECTIVE: This article describes the impact of a bilingual literacy intervention conducted with nearly 118 000 children in Special Supplemental Nutrition Program for Women, Infants and Children (WIC) sites in Los Angeles County, California. METHODS: All WIC participants at 6 WIC sites in Los Angeles County participated in the literacy intervention. Three cohorts of participants were selected to participate in the evaluation of the intervention. A control group of 200 families received no intervention, 103 families received 2 years of intervention, and 102 families received 4 years of intervention. Participants were predominantly Hispanic (92%), 3- to 4-year-old children and their parents. All families had low income levels, and more than one-half were Spanish-speaking. School readiness assessments were conducted with the children; parent literacy resources and activities at home were observed. Structural equation modeling was used to allow for simultaneous testing of relationships between variables. RESULTS: The Spanish-speaking subset showed a strong intervention effect. Among Spanish speakers, the 4-year intervention group (P < .001) and the 2-year intervention group (P < .05) had significantly higher school readiness scores, compared with the control group. The structural equation model revealed that exposure to the intervention significantly enhanced literacy resources and activities at home, which in turn led to greater school readiness. CONCLUSION: WIC-based literacy intervention significantly increased low-income, Spanish-speaking children's school readiness.
机译：目的：本文介绍了加利福尼亚州洛杉矶县针对妇女，婴儿和儿童的特殊补充营养计划（WIC）站点中将近118 000名儿童进行的双语识字干预的影响。方法：洛杉矶县6个WIC站点的所有WIC参与者都参加了扫盲干预。选择了三组参与者参加干预措施的评估。对照组200户未接受干预，103户接受了2年干预，102户接受了4年干预。参与者主要是西班牙裔（92％），3至4岁的儿童及其父母。所有家庭的收入水平都很低，一半以上的人讲西班牙语。与孩子们一起进行了入学准备评估;观察父母的扫盲资源和在家中的活动。使用结构方程建模可以同时测试变量之间的关系。结果：讲西班牙语的子集显示出强大的干预效果。与对照组相比，在讲西班牙语的人中，为期4年的干预组（P <.001）和为期2年的干预组（P <.05）的入学准备分数明显更高。结构方程模型显示，接触干预措施可以显着提高识字资源和在家中的活动，从而提高入学准备率。结论：基于WIC的扫盲干预措施显着提高了低收入，说西班牙语的孩子的入学准备率。

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