This study evaluated a parent-mediated preventive intervention for children’s literacy skills 1 year after participation. Parents of 3½ to 4½-year-old-children (n = 69) recruited through early childhood centers were randomly assigned to one of three conditions: (a) a target shared reading condition emphasizing phonological awareness (Strengthening Sound Sensitivity; SSS); (b) an alternative shared reading condition emphasizing meaning-related extra-textual talk (Rich Reading and Reminiscing; RRR); or (c) a non-reading activities control condition (Activity-Based Control; ABC), all implemented for 6 weeks. Together, SSS and RRR comprise Tender Shoots. Tender Shoots' conditions included one parent-education session, used the same books, provided parents two books per week, and encouraged scaffolding higher-level skills through repeated readings and verbal interactions outside reading. The non-reading control provided weekly resources and suggested activities for preschool children. At follow-up 1 year later, children (n = 62; 5- to 6-years-old) were in their first year of primary school and reading instruction. Controlling for age and baseline alphabet knowledge, analyses indicated benefits of SSS participation for children’s letter sounds (d = .74), pseudoword (d = .85) and word reading (d = .66), book level (d = .82), and teacher judged reading (d = .60) relative to ABC, with medium to large effects. Age at follow-up moderated the effect of condition on word reading, such that benefits of SSS were observed for children who were older and had been in school longer (around 6 months or more). Findings suggest SSS is promising for preparing preschool children for reading acquisition.

中文翻译：

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嫩芽：一项由家长介导的随机对照试验，对学龄前儿童进行一年后开始阅读的好处

这项研究评估了参与一年后家长介导的儿童识字技能的预防性干预措施。 通过幼儿中心招募的 3.5 至 4.5 岁儿童（n = 69）的家长被随机分配到以下三种条件之一：（a）强调语音意识（加强声音敏感性；SSS）的目标共享阅读条件；(b) 另一种共享阅读条件，强调与意义相关的文本外谈话（丰富阅读和回忆；RRR）；(c) 非阅读活动控制条件（Activity-Based Control；ABC），全部实施 6 周。SSS 和 RRR 一起构成嫩芽。嫩芽'条件包括一次家长教育课程、使用相同的书籍、每周为家长提供两本书、并鼓励通过重复阅读和阅读之外的口头互动来培养更高水平的技能。非阅读控制为学龄前儿童提供每周资源和建议活动。一年后的随访中，儿童（n  = 62；5 至 6 岁）处于小学一年级并接受阅读指导。控制年龄和基线字母知识，分析表明参与 SSS 对儿童字母发音 ( d  = .74)、伪词 ( d  = .85) 和单词阅读 ( d  = .66)、书籍水平 ( d  = .82)的益处，老师评判阅读（d = .60) 相对于 ABC，具有中到大的影响。随访时的年龄缓和了条件对单词阅读的影响，因此对于年龄较大且在校时间较长（约 6 个月或更长）的儿童观察到 SSS 的益处。研究结果表明，SSS 在帮助学龄前儿童培养阅读能力方面很有前景。