99 - Perceptions of Primary Care Providers on Increasing Diverse Concepts in Reach Out & Read Books

Publication Number: 2094.99

Danielle Erkoboni, Childrens Hospital of Philadelphia, Blue Bell, PA, United States; Abril Z. Coselino, Childrens Hospital of Philadelphia, Philadelphia, PA, United States; Ahmed Hubbi, Childrens Hospital of Philadelphia, Philadelphia, PA, United States; Sabrina Gonzalez, Childrens Hospital of Philadelphia, Philadelphia, PA, United States

Background: Early exposure to books and reading promotes children’s literacy, language development, and caregiver-child bonding. Books depicting racial, ethnic, and thematic diversity further support socioemotional growth. Reach Out and Read supports early literacy by providing books and promoting shared reading during pediatric visits. Prior research shows that while pediatric primary care providers value diverse books, effective implementation requires overcoming barriers through enhanced access, tailored messaging, and innovative support strategies.

Objective: This study assessed providers’ perspectives toward diverse books, evaluated integration efforts, identified actionable implementation steps, and explored dissemination strategies beyond training that align with providers’ needs and work environments.

Design/Methods: Pediatric primary care providers from 81 Reach Out and Read practices within the Greater Philadelphia Region completed semi-structured interviews. After thematic saturation, interviews were analyzed in NVivo software by two researchers with confirmed inter-coder reliability (k>0.8) using modified grounded theory. Providers completed a brief demographic survey prior to participation.

Results: 17 pediatric primary care providers were interviewed (Table 1). As shown in Figure 1, three core perspectives on diverse books emerged: (1) providers leverage diverse books as strategic clinical tools, serving as mirrors reflecting children’s identities and windows introducing new perspectives; (2) providers overwhelmingly rejected the notion that diverse books are “too complex,” emphasizing children’s ability to engage with sensitive topics when appropriately framed; (3) some providers remain skeptical due to challenges balancing literacy goals with social topics. These perspectives were shaped by implementation barriers: (4) comfort, experience, and relationships with families; (5) time constraints; (6) systemic challenges; (7) patient demographics and practice structure. In response, (8) providers emphasized the need for brief, continuous training with CME/ABP credit alongside practical resources including newsletters, notecards, electronic reminders, parental feedback, active site champions, and exclusively diverse book inventories.

Conclusion(s): Pediatric primary care providers recognize the developmental and relational value of diverse books yet face multifaceted implementation barriers. Provider-informed strategies can guide the development of effective interventions to support diverse book integration and facilitate conversations with families.

Table 1
Figure 1.pdfProvider and Medical Office Demographics

Figure 1
Figure 1.pdf