Dialogic reading in the South African context: outcomes of a caregiver training video on caregiver reading behaviours

Abstract

Background: A reduced culture of book-sharing exists in South Africa. Despite substantial evidence in favour of the implementation of book-sharing interventions in low-middle-income countries (LMIC), few studies systematically examine the value of providing caregiver training in such contexts and even fewer studies have been published in South Africa. 47 Methods: This research study employed a non-randomised comparison group, cross-over repeated measures design as part of a mixed research design to determine the outcomes of a caregiver training video on dialogic book-sharing behaviours of 40 caregiver-child dyads in a peri-urban environment in South African. Two semi-structured interview schedules were used to determine the existing book-sharing practices and possible existing barriers to book sharing. Results: Results revealed a significant improvement in caregiver shared reading behaviours in both the experimental and comparison group after viewing the caregiver training video, both within and between groups. Consequent improvements were also noted in children’s shared reading behaviours. The absence of a book-sharing culture, misconceptions about book-sharing and limited resources are but a few themes that emerged. 5 Conclusion: The significant changes that were elicited in the shared reading behaviours of the caregivers, coupled with the positive impact that was observed in the children’s shared reading behaviours, suggest that this caregiver training video provides a highly effective intervention medium that is worth implementing in LMI countries such as South Africa