Bookstart Around the World 1
Bookstart Around the World long term (Wade & Moor
e, 1998). In recent years, more evaluations of Bookstart and Bookstart Corner have been carried out, and the overall picture that emerges from these is a positive one, both from the perspectives of the families (O’Hare & Connolly, 2010; Venn, 2014; Demack & Stevens, 2013; Apps et al., 2016) and practitioners (Eliot, 2014; Demack & Stevens; 2013). O’Hares and Connollys (2010) examined the effect of Bookstart on families, and their results indicate that Bookstart has a positive effect on the attitudes of parents and reading habits in the home. Another study examining Bookstart Corner shows that participating families stated that they got involved with literacy activities to a greater extent than before their participation (Demack & Stevens, 2013). The study also shows that families and practitioners alike value the programme, as did Rix et al. (2015), who, by observing group sessions with families, also highlights the importance of the relationship between practitioners and families for successful interventions. However, they note that the workload at family centres was a major challenge, and that the relationship with the centre was pivotal for the outcome. Apps et al. (2016) found that the location and context of the book gift is important. Amongst other things, they highlight the fact that book giveaways at libraries are good, based on the fact that parents form a relationship with the library and can connect reading with a broader spectrum of literacy activities. They also emphasise that home visits create a favourable personal contact and atmosphere for the visit, and that clinics offer structure to the book giveaway and a personal contact with parents. Venn (2014) describes parents’ thoughts about reading in the home. In a survey, participating parents stated that their situations for reading with their children had improved. Such an effect was also shown to be stronger in groups that were socioeconomically weaker. Additionally, the challenges and motivations that parents have for reading with their children are described. The motives included a desire on the part of the parents to form a closeness with the child and to be a support in their language development. Things that prevented parents from reading with their children included time constraints, a lack of energy, and the children’s interests. 3.4 USA Reach Out and Read was started as early as 1989 by a few paediatricians from Boston City Hospital who noticed that some of the families they met did not have any books available at home. They saw an opportunity to reach out to these families. First, books were placed in the waiting rooms, and soon, books were being given away during the children’s routine medical checkups. The doctors subsequently perceived that these families read more with their children and at an earlier stage. The concept soon spread beyond Boston, and today, the programme can be found in 50 states, reaching out to about 4.8 million children (out of approximately 15 million children up to the age of five in the whole of the United States) by means of 6,400 local programmes (Interview 2; Reach Out and Read, 2020a). During its active years, the national organisation has grown considerably. It is a nonprofit organisation funded primarily by donations, but it also receives public funding (Reach Out and Read, 2020b). Clinics around the country can apply to the national Reach Out and Read centre to join the programme. The central organisation’s role is primarily to support the clinics working with Reach Out and Read, such as by providing a catalogue of suggested books that clinics can request at favourable prices thanks to a cooperation with publishers. Nationally, an online platform is also provided for training employees at the clinics. All participating paediatricians attend a basic training course, and there are also specific courses available for targeted initiatives. Another important part of the training takes place during the apprenticeship phase for resident doctors, which includes practical experience with Reach Out and Read. 3.4.1 Model The basic idea of Reach Out and Read is to promote reading as an integrated part of paediatric healthcare. The model involves a paediatrician giving books as gifts and providing guidance to families in 14/52