title: Improved Cognitive Development in Preterm Infants with Shared Book Reading.
abstract: OBJECTIVE
  To examine the effect of shared book reading on the cognitive development of children born preterm and to determine what factors influence shared book reading in this population.
  
  
  METHODS
  Secondary analysis using the Early Childhood Longitudinal Study-Birth Cohort, a large, nationally representative survey of children born in the United States in 2001.
  
  
  METHODS
  One thousand four hundred singleton preterm infants (22-36 weeks gestation).
  
  
  METHODS
  Cognitive development measured using the Bayley Mental Scale score from the Bayley Scales of Infant Development Research Edition.
  
  
  RESULTS
  Adjusting for neonatal, maternal, and socioeconomic characteristics, reading aloud more than two times a week is associated with higher cognitive development scores in two-year-old children born preterm (p < .001). Race/ethnicity and maternal education affect how often parents read to their children. Shared book reading holds potential as an early developmental intervention for this population.
authors.forename: Susan
authors.initials: S
authors.lastname: Braid
authors.forename: Jenny
authors.initials: J
authors.lastname: Bernstein
mesh_terms: D001877:Books; D002657:Child Development; D002668:Child Rearing / Q000523:psychology*; D002675:Child, Preschool; D003071:Cognition; D005260:Female; D005865:Gestational Age; D006801:Humans; D007231:Infant, Newborn; D007234:Infant, Premature / Q000254:growth & development / Q000523:psychology; D007858:Learning; D008137:Longitudinal Studies; D008297:Male; D011932:Reading; D014481:United States