Discussion of research outcomes with OAMS

Today Sarah Bartlett and I visited the Orange Aboriginal Medical Service (OAMS) to discuss the outcomes of the research we have undertaken with them since March 2023 (officially from 2024-June 2025). We are writing four journal articles with the team. What a warm and encouraging discussion about the findings. Jamie Newman, the CEO said "we will speak for you and you can speak for us". Thank you Jamie and congratulations on the wonderful care you and your team show for the families in our region.

 We were delighted to see that the Little Libraries were messy - and that the reception staff said they were used all the time :)

 

 

Reading with 1-2 year olds impacts later academic achievement at 8-11 years

Congratulations to Michelle Brown who has had her important paper accepted for publication:
Brown, M. I., Wang, C., & McLeod, S. (in press). Reading with 1-2 year olds impacts later academic achievement at 8-11 years. Early Childhood Research Quarterly.

Here is the abstract:

Parent-child book reading with infants is widely recommended and considered one of the most effective parent-child activities for promoting language and literacy development; however, there is limited evidence that reading books with infants (1-2 years) strengthens later literacy skills. The present study examined the long-term impact of parent-child book reading at 1-2 years with literacy, language, and numeracy skills at 8-11 years. Participants were 3,547 infants and their caregivers from a nationally representative study. The number of minutes caregivers reported reading books with their infants (1-2 year) were examined with literacy, language, and numeracy skills on a national assessment program in Grades 3 (8-9 years) and 5 (10-11 years). Covariates included sex, age, race, language background, socioeconomic position, and cognition. Small and positive relationships were found between parent-child book reading at 1-2 years and reading, spelling, grammar, and numeracy scores in Grade 3 (8-9 years) and reading, writing, spelling, and grammar scores in Grade 5 (10-11 years). Infants (1-2 years) whose parents read with them for 11 mins or more per day had stronger reading, spelling, and grammar skills in Grades 3 and 5.

Highlights

• Long-term benefits from parent-child book reading with 1-2 year olds was examined 
• 3547 infants and their parents from a nationally representative study participated 
• Book reading predicted reading, spelling, grammar, and numeracy skills at Grade 3 
• Book reading predicted reading, writing, spelling, and grammar skills at Grade 5 
• Higher levels of book reading each day supported long-term literacy development

Michelle undertook this study with Audrey and myself during her postdoc. Congratulations Michelle!