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<p>Children who arrive at formal educational settings with a sound base of literacy skills are primed for early success and tend to maintain academic advantages through the educational timeline. To promote early literacy skills, home-based book distribution programs are designed to increase access to print materials, foster a more language-rich environment, and support initial skills that translate to developing early reading strategies. Previous studies evaluating the benefits of book distribution programs have typically been limited in their ability to directly compare children participating in the program with non-participators on academic performance tasks. The current study explored differences in performance on standardized measures of reading proficiency collected at kindergarten entry based on participation in a popular home-based monthly book distribution program for children from birth to age 5. In a sample of 747 kindergarten students from four geographically adjacent school districts, the effects demonstrated that students who participated in the Dolly Parton Imagination Library (DPIL) program demonstrated significantly higher scores on a nationally normed reading measure at kindergarten entry than students who did not enroll in the program. Furthermore, results indicated that students enrolled in the program performed at levels comparable to students who were on average six months older at time of kindergarten entry, overcoming standard developmental differences for early reading performance.</p>

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Impact of a Book Distribution Program on Reading Performance at Kindergarten Enrollment

  • 期刊论文

  • 发表日期：

    2025年11月14日

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  • Jerrell C. Cassady,
  • Sydney Katherine Johnson,
  • Danielle Davis,
  • Quinton Quagliano,
  • Ana C. Aoqui,
  • Mary Gibble

摘要

Children who arrive at formal educational settings with a sound base of literacy skills are primed for early success and tend to maintain academic advantages through the educational timeline. To promote early literacy skills, home-based book distribution programs are designed to increase access to print materials, foster a more language-rich environment, and support initial skills that translate to developing early reading strategies. Previous studies evaluating the benefits of book distribution programs have typically been limited in their ability to directly compare children participating in the program with non-participators on academic performance tasks. The current study explored differences in performance on standardized measures of reading proficiency collected at kindergarten entry based on participation in a popular home-based monthly book distribution program for children from birth to age 5. In a sample of 747 kindergarten students from four geographically adjacent school districts, the effects demonstrated that students who participated in the Dolly Parton Imagination Library (DPIL) program demonstrated significantly higher scores on a nationally normed reading measure at kindergarten entry than students who did not enroll in the program. Furthermore, results indicated that students enrolled in the program performed at levels comparable to students who were on average six months older at time of kindergarten entry, overcoming standard developmental differences for early reading performance.