Evaluation of Read to Live Program on Language Development during Early Childhood Period and Caregiver Reading – Related Behaviors

Abstract

This study is a program evaluation which compares differences of language development during early childhood between a group attending and another group not attending the Read to Live Program, as well as caregiver reading-related behaviors of a group attending and another group not attending the Read to Live Program. Also, viewpoints on the appropriateness of the program among caregivers who attended the program are explored. The samples consist of 64 children in the age range of 1 year and 6 months to 2 years, and 64 caregivers of children who obtained services at the outpatient children clinic, Ramathibodi Hospital.  The findings of the study reveal that children who attended the program earned mean scores of language development differently from those not attending the program with statistical significance (t = 14.524, p = .001) whereas children who attended the program achieved higher mean scores of language development. Caregivers of the attending group earned mean scores of reading-related behaviors differently from caregivers of the non-attending group with statistical significance (t = 2.854,           p = .006) whereas caregivers of the attending group earned higher mean scores of reading-related behaviors. The caregivers viewed that the content of the program, books for distribution in the program, activities, and period of activities were appropriate at a high/highest level. In addition, this program enhanced the knowledge of reading for children and enabled them to apply that knowledge to practice at a high/highest level. The advice received from the program was easy to understand at a moderate/high level, and the overall satisfaction with the program was at a high/highest level. Therefore, the Read to Live Program should be administrated in hospitals or other health care institutions.