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Literacy Promotion: An Essential Component of Primary Care Pediatric Practice: Technical Report
Open accessAbstract
Early literacy promotion in pediatric primary care supports parents and caregivers in reading with their children from birth, offering counseling in interactive, developmentally appropriate strategies and providing developmentally and culturally appropriate and appealing children’s books. This technical report reviews the evidence that reading with young children supports language, cognitive, and social-emotional development. Promoting early literacy in pediatric primary care offers a strengths-based strategy to support families in creating positive childhood experiences, which strengthen early relational health. An increasing body of evidence, reviewed in this report, shows that clinic-based literacy promotion, provided with fidelity to an evidence-based model, has benefits for children, for parents and caregivers, and for pediatric physicians and advanced care providers as well. Reading with young children supports early brain development and the neural “reading network,” and improves school readiness. High-quality literacy promotion is especially essential for children who face disparities and inequities because of social factors, systemic racism, and socioeconomic risk. All families benefit from high-quality and diverse books and from developmentally appropriate guidance supporting interactions around books and stories. Thus, literacy promotion can be a universal primary prevention strategy to strengthen families and support healthy development. Partnerships at community, local, and state levels offer opportunities for integration with other programs, services, and platforms. Literacy promotion in primary care pediatric practice, recognized by the American Academy of Pediatrics as an essential component since 2014, has become increasingly common. There are successful models for public funding at federal, state, county, and municipal levels, but sustainable funding, including payment to pediatric physicians and advanced care providers, remains a need so that the benefits of pediatric early literacy promotion and the joys of books and shared reading can truly be offered on a population level.
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“In addition to quantity and quality, research has also focused on the interplay between digital media and caregiver-child relationships and behaviors (“early relational health”).32,65,66”
From Digital Ecosystems, Children, and Adolescents: Technical Report (2026) · cites this paper as [66]
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Metadata
- Authors
- Klass, P., Mendelsohn, A. L., Hutton, J. S., Dunlap, M., Anderson, A. T., High, P. C., Navsaria, D., COUNCIL ON EARLY CHILDHOOD, Miller-Fitzwater, A., Roby, E., Navsaria, D., Anyigbo, C. U., Glusman, M., Guevara, J. P., Hashikawa, A. N., Loria, H. M., Miller-Fitzwater, A., Nelson, B. B., Garro, N., Gomez, M., Lieser, D. J., Parlakian, R., Clark, K., Smiley, S., Sells, J., Alderman, S., Bauer, N., Peacock, G., Shriver, A., Takagishi, J., Vanderbilt, D., Garagozlo, K., Gadhia, A., Lee, M., & Recio, L.
- Affiliations
- New York University (US)
- Cincinnati Children's Hospital Medical Center (US)
- University of Oklahoma Health Sciences Center (US)
- University of Southern California (US)
- Brown University (US)
- ORCID
- Venue
- Pediatrics
- Publisher
- American Academy of Pediatrics (AAP)
- Published
- 2024-11-25
- Volume
- 154
- Issue
- 6
- ISSN
- 0031-4005 (ISSN-L)
- 1098-4275
- OpenAlex
- W4402961964
- Cited by
- 20
- References
- 286
- Citations by year
- 2026: 13 · 2025: 6 · 2024: 1
- FWCI
- 11.51
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- PEDIATRICS (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Vanderbilt University
- Maternal and Child Health Bureau
- Topics
- Health Sciences › Medicine › Pediatrics, Perinatology and Child Health › Child and Adolescent Health
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Education › Literacy and Educational Practices
- Keywords
- shared reading, pediatric primary care, parent-child reading, children's literature, language development, cognitive development, social-emotional development, school readiness, early brain development, reading network, universal prevention, health disparities, systemic racism, socioeconomic risk, family involvement
- MeSH terms
- Literacy, Child, Child Development, Child, Preschool, Humans, Pediatrics, Primary Health Care, Reading
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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