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Reading, Relationships, and Resilience: Primary Care as a Platform [Presentation Slides]. American Academy of Pediatrics Symposium on Child Health, Resilience & Toxic Stress. June 17, 2014. Washington, D.C.

Publication Year: 
Personal Author: 
Klass, Perri.
Corporate Author: 
Reach Out and Read.
American Academy of Pediatrics Symposium on Child Health, Resilience and Toxic Stress (2014 : Washington, D.C.).
Conference Materials
Page Count: 

This slide presentation was presented at a symposium held on June 17, 2014, in Washington, DC, to discuss the emerging science demonstrating the impact of toxic stress on the lifelong health of a child. The symposium was also designed to create consensus on a broad, implementable vision to strengthen federal policies and funding to address toxic stress and early childhood adversity. This presentation focuses on the pediatrician’s role in encouraging reading to promote parent child relationships and build resilience in children. Slides present information on the poverty rate and highlight pediatric primary care as a potential universal platform for promoting positive parenting strategies and school readiness. Information is provided on a study that shows disparities in verbal interactions in families at different socioeconomic levels and in school readiness. The Reach Out and Read Program is highlighted, a program that encourages literacy-rich waiting rooms where volunteers read aloud to children as they wait for their appointments, medical providers encourage parents to read aloud, and children aged 6 months to 5 years receive a new developmentally-appropriate book at every health supervision visit. Findings from the program are shared and indicate an increase in parents reading to their children and school readiness. Following slides describe the Video Interaction Project that promotes interactions in play and share dreading during pediatric primary care visits, and has resulted in increased parent-child interactions and vocalizations, improved child development, and improved early reading.

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