Why reading matters. The development of a read-a-thon for neonatal intensive care units to encourage neonatal exposure to language

Fraser, A; Griffiths, N; Webb, A

Why reading matters. The development of a read-a-thon for neonatal intensive care units to encourage neonatal exposure to language

Fraser, A Griffiths, N Webb, A

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Publisher:: Elsevier
Publication Type:: Journal Article
Citation:: Journal of Neonatal Nursing, 2023, 29, (5), pp. 704-708
Issue Date:: 2023-10

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Field	Value	Language
dc.contributor.author	Fraser, A
dc.contributor.author	Griffiths, N
dc.contributor.author	Webb, A
dc.date.accessioned	2024-03-26T22:09:03Z
dc.date.available	2024-03-26T22:09:03Z
dc.date.issued	2023-10
dc.identifier.citation	Journal of Neonatal Nursing, 2023, 29, (5), pp. 704-708
dc.identifier.issn	1355-1841
dc.identifier.uri	http://hdl.handle.net/10453/177196
dc.description.abstract	Background The neonatal intensive care unit is an unfamiliar environment to parents and infants fraught with noxious stimuli including the sound of alarms and the experience of pain and stress Encouraging opportunities for a baby in the NICU to be exposed to purposeful language from parents every day is a way forward for the infants future language and literacy development and their bonding and attachment with caregivers Methods A cross sectional anonymous electronic survey design was utilised to explore parent perceptions both pre and post intervention of the read a thon initiative and the provision of reading resources to parents Intervention The Little Reader s Read a thon was an initiative to promote reading aloud to infants in the NICU as it is a known key predictor of future literacy and language skills at school age Results Through this initiative parental engagement in reading aloud to their baby in the first week of life doubled Barriers to parental reading aloud to an infant in the NICU were identified including the lack of privacy and being able to hold their baby during reading Conclusions Providing local parent resources and facilitating an annual read a thon encouraging reading from birth has more than doubled the instances of reading to baby within the first week of life Parents benefit from support and encouragement to read to their baby however there are some enabling and disabling factors which NICUs should consider
dc.language	en
dc.publisher	Elsevier
dc.relation.ispartof	Journal of Neonatal Nursing
dc.relation.isbasedon	10.1016/j.jnn.2023.02.003
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1110 Nursing, 1114 Paediatrics and Reproductive Medicine
dc.subject.classification	Nursing
dc.subject.classification	3213 Paediatrics
dc.subject.classification	4204 Midwifery
dc.subject.classification	4205 Nursing
dc.title	Why reading matters. The development of a read-a-thon for neonatal intensive care units to encourage neonatal exposure to language
dc.type	Journal Article
utslib.citation.volume	29
utslib.for	1110 Nursing
utslib.for	1114 Paediatrics and Reproductive Medicine
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2024-03-26T22:09:01Z
pubs.issue	5
pubs.publication-status	Published
pubs.volume	29
utslib.citation.issue	5

Abstract:

Background The neonatal intensive care unit is an unfamiliar environment to parents and infants fraught with noxious stimuli including the sound of alarms and the experience of pain and stress Encouraging opportunities for a baby in the NICU to be exposed to purposeful language from parents every day is a way forward for the infants future language and literacy development and their bonding and attachment with caregivers Methods A cross sectional anonymous electronic survey design was utilised to explore parent perceptions both pre and post intervention of the read a thon initiative and the provision of reading resources to parents Intervention The Little Reader s Read a thon was an initiative to promote reading aloud to infants in the NICU as it is a known key predictor of future literacy and language skills at school age Results Through this initiative parental engagement in reading aloud to their baby in the first week of life doubled Barriers to parental reading aloud to an infant in the NICU were identified including the lack of privacy and being able to hold their baby during reading Conclusions Providing local parent resources and facilitating an annual read a thon encouraging reading from birth has more than doubled the instances of reading to baby within the first week of life Parents benefit from support and encouragement to read to their baby however there are some enabling and disabling factors which NICUs should consider

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http://hdl.handle.net/10453/177196