389 - Development of a Web-Based Repository of Research and Resources Around Early Literacy and Early Relational Health

Sunday, April 30, 2023

3:30 PM – 6:00 PM ET

Poster Number: 389
Publication Number: 389.314

Nicole F. Miller, Children's Hospital of Philadelphia, Malvern, PA, United States; Ria Medagam, Temple University, Downingtown, PA, United States; Nikki Shearman, Reach Out and Read, Boston, MA, United States; Danielle Sands, Childrens Hospital of Philadelphia, Oreland, PA, United States; Danielle Erkoboni, Childrens Hospital of Philadelphia, Blue Bell, PA, United States

Presenting Author(s)

Nicole F. Miller, BS (she/her/hers)

Clinical Research Assistant
Children's Hospital of Philadelphia
Malvern, Pennsylvania, United States

Background: Access to relevant peer-reviewed research is critical to facilitating programmatic growth, evolving future research, and supporting policy development around a primary prevention intervention. Researchers, policy makers, and other advocates would benefit from increased access to the rich evidence base (Figure 1a) supporting integration of early literacy strategies into pediatric primary care to facilitate early relational health and early childhood development.

Objective:

To build a repository of research and resources for development into a web-based tool to support research and policy around early literacy and early relational health, especially within the context of Reach Out and Read (ROR).

Design/Methods:

A systematic review of the literature was conducted around the terms ‘Reach Out and Read’, ‘shared reading’, ‘early literacy’, and ‘early relational health’ (Figure 1b). Exclusion criteria included: articles written in languages other than English, articles greater than 5 years old (except for those directly studying ROR as an intervention), and non-peer reviewed articles. Article objectives, exposures, outcomes, settings, samples, metrics, results, conclusions, limitations, and citations were summarized to populate reference pages for each repository article. Search tags were assigned based on commonly occurring themes. Frequently referenced metrics and tools were obtained and linked when available. Primary authors were contacted for supplemental materials when available. Search alerts were configured for prospective review and continue to be screened for inclusion. Site maps and mockups were created to facilitate future web development (Figure 2).

Results: Retrospective review included 124 articles in the repository (n=50 studying ROR as an intervention; n=74 on related topics [shared reading, early literacy, early relational health]). Ongoing prospective review included 77 additional articles (n=12 ROR; n=65 related topics) to date. Search tags were developed and assigned by core topic (n=5), study design (n=11), population characteristics (n=17), exposures/outcomes (n=19), and metrics (n=48) to enable targeted searches (Table 1). Additional information about each metric’s purpose, items, and relevant literature was summarized; a table comparing evaluative focus and age applicability across all 48 metrics was created to equip users to employ these instruments in their own research.

Conclusion(s):

A repository to advance research and policy was successfully developed. Future beta testing of this web-based repository will assess its acceptability, quality, user experience, and efficacy.