Read to Me

Read to Me is a pilot campaign that encourages parents to read more frequently with their preschool children. It was conceived by four final-year students from the Wee Kim Wee School of Communication and Information, Nanyang Technological University. From our research, we found that most parents did...

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Main Authors: Koh, Li Yan, Yeo, Xin Min, Yue, Si Wei, Chia, Audrey Shue Theng
Other Authors: Wee Kim Wee School of Communication and Information
Format: Final Year Project
Language:English
Published: 2018
Subjects:
Online Access:http://hdl.handle.net/10356/73548
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Institution: Nanyang Technological University
Language: English
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spelling sg-ntu-dr.10356-735482020-07-21T01:49:38Z Read to Me Koh, Li Yan Yeo, Xin Min Yue, Si Wei Chia, Audrey Shue Theng Wee Kim Wee School of Communication and Information Ferdinand De Bakker DRNTU::Social sciences Read to Me is a pilot campaign that encourages parents to read more frequently with their preschool children. It was conceived by four final-year students from the Wee Kim Wee School of Communication and Information, Nanyang Technological University. From our research, we found that most parents did not engage in shared reading daily, thus denying their children significant advantages, including stronger language and literacy skills, improved social and emotional skills, nurturing a love for books, and quality parent-child bonding. This paper summarises the campaign’s development, execution, and evaluation. The Theory of Planned Behaviour was used to guide the campaign, where we focused on identifying parents’ attitudes, subjective norms, and perceived behavioural control towards shared reading. From our primary research, we identified two key barriers towards shared reading - the inability to get a child’s attention and the lack of time. Our campaign focused on improving parents’ perceived behavioural control through a two-pronged strategy to help parents make shared reading more engaging and more frequent. We collaborated with six preschools to target parents with children between ages three to six. These parents were exposed to our Reading Challenge, workshops, and online resources. The campaign’s effectiveness was evaluated through surveys, interviews, media coverage, and testimonials. Read to Me achieved some success in helping parents overcome their barriers, leading to an increase in the percentage of parents who engaged in shared reading at least thrice a week. Owing to the campaign’s effectiveness, the Association of Early Childhood Educators Singapore (AECES) will take over the campaign. Bachelor of Communication Studies 2018-03-29T03:52:03Z 2018-03-29T03:52:03Z 2018 Final Year Project (FYP) http://hdl.handle.net/10356/73548 en Nanyang Technological University 135 p. application/pdf text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html text/html
institution Nanyang Technological University
building NTU Library
country Singapore
collection DR-NTU
language English
topic DRNTU::Social sciences
spellingShingle DRNTU::Social sciences
Koh, Li Yan
Yeo, Xin Min
Yue, Si Wei
Chia, Audrey Shue Theng
Read to Me
description Read to Me is a pilot campaign that encourages parents to read more frequently with their preschool children. It was conceived by four final-year students from the Wee Kim Wee School of Communication and Information, Nanyang Technological University. From our research, we found that most parents did not engage in shared reading daily, thus denying their children significant advantages, including stronger language and literacy skills, improved social and emotional skills, nurturing a love for books, and quality parent-child bonding. This paper summarises the campaign’s development, execution, and evaluation. The Theory of Planned Behaviour was used to guide the campaign, where we focused on identifying parents’ attitudes, subjective norms, and perceived behavioural control towards shared reading. From our primary research, we identified two key barriers towards shared reading - the inability to get a child’s attention and the lack of time. Our campaign focused on improving parents’ perceived behavioural control through a two-pronged strategy to help parents make shared reading more engaging and more frequent. We collaborated with six preschools to target parents with children between ages three to six. These parents were exposed to our Reading Challenge, workshops, and online resources. The campaign’s effectiveness was evaluated through surveys, interviews, media coverage, and testimonials. Read to Me achieved some success in helping parents overcome their barriers, leading to an increase in the percentage of parents who engaged in shared reading at least thrice a week. Owing to the campaign’s effectiveness, the Association of Early Childhood Educators Singapore (AECES) will take over the campaign.
author2 Wee Kim Wee School of Communication and Information
author_facet Wee Kim Wee School of Communication and Information
Koh, Li Yan
Yeo, Xin Min
Yue, Si Wei
Chia, Audrey Shue Theng
format Final Year Project
author Koh, Li Yan
Yeo, Xin Min
Yue, Si Wei
Chia, Audrey Shue Theng
author_sort Koh, Li Yan
title Read to Me
title_short Read to Me
title_full Read to Me
title_fullStr Read to Me
title_full_unstemmed Read to Me
title_sort read to me
publishDate 2018
url http://hdl.handle.net/10356/73548
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