The development and initial assessment of Reach Out and Read Plus Mathematics for use in primary care paediatrics

V. Faye Jones, Elizabeth Todd Brown, Victoria J Molfese, Melissa C. Ferguson, Jill Jacobi-Vessels, Carey Bertsch, Tanya Abraham, Deborah Winders Davis

Research output: Contribution to journalArticle

1 Scopus citations


Objective: Children from low-income families are often not well-prepared for kindergarten entry, especially in mathematical skills. Caregivers may lack the knowledge and confidence to teach early mathematical skills. The purpose of this study was to develop a parent–child activities-based mathematics learning programme and test its acceptability and initial efficacy. Method: The evidence-based Reach Out and Read (ROR) programme was adapted to incorporate mathematics content. ROR plus Mathematics (ROR+M) was developed and introduced during well-child visits. Descriptive and repeated-measures analysis of variance analyses were used to evaluate pre- and three weekly post-intervention assessments. Results: Parents self-reported acceptability and initial efficacy of the ROR+M programme was demonstrated. No change was reported in non-mathematical reading behaviour. Discussion: ROR+M was developed and implemented in a primary care paediatric setting serving primarily low-income families. Acceptability and initial efficacy was demonstrated. Randomised clinical trials are needed before widespread implementation.

Original languageEnglish (US)
Pages (from-to)694-708
Number of pages15
JournalEarly Child Development and Care
Issue number5
Publication statusPublished - May 4 2015



  • low-income families
  • mathematics skills
  • preschool-age children
  • primary care

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Pediatrics

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