651 - Perspectives of Preterm Mothers About Shared Reading Anticipatory Guidance in the NICU

Publication Number: 4637.651

Genevieve Guyol, Boston University School of Medicine, Boston, MA, United States; Catherine G. Caruso, Doernbecher Children's Hospital at Oregon Health & Science University, PORTLAND, OR, United States; Mayra Rojas Correa, University of Massachusetts Medical School, North Grafton, MA, United States; Peyton Rieger, University of Virginia School of Medicine, Charlottesville, VA, United States; Laura Crook, Washington University in St. Louis School of Medicine, St. Louis, MO, United States; Lauren Nacke, Washington University in St. Louis School of Public Health, St. Louis, MO, United States; Mackenzie Cunningham, Washington University in St. Louis School of Medicine, Saint Louis, MO, United States; Astrid Veloz-Maury, Boston University School of Medicine, Boston, MA, United States; Jessica Barrus, Boston University School of Medicine, Brighton, MA, United States; Nicole Geller, Boston University, Boston, MA, United States; Alan L. Mendelsohn, New York University Grossman School of Medicine, New York, NY, United States; Bryanne N. Colvin, Washington University in St. Louis School of Medicine, Saint Louis, MO, United States; Rachel Moon, University of Virginia School of Medicine, Charlottesville, VA, United States; Eve Colson, Washington University School of Medicine, St Louis, MO, United States; Sunah S. Hwang, University of Colorado School of Medicine, Denver, CO, United States; Margaret Parker, UMass Chan School of Medicine, Worcester, MA, United States

Background: Shared reading is positively associated with literacy development and strong parent-child relationships. The AAP recommends shared reading starting at birth, including in the NICU. To strengthen NICU shared reading initiatives, it is important to understand preferences of preterm mothers for NICU shared reading anticipatory guidance.

Objective: Among mothers of preterm children, we aimed to explore preferences for NICU shared reading anticipatory guidance.

Design/Methods: From April-October 2025, we conducted 30-60 minute semi-structured interviews with English-speaking mothers of preterm infants. We purposefully sampled mothers of NICU graduates 2-5 months after discharge from 4 NICUs across the US. We used a rapid qualitative approach to identify preferences for NICU shared reading anticipatory guidance. Interviews introduced AAP NICU shared reading recommendations and probed about experiences with NICU shared reading anticipatory guidance and recommendations for improvement. Interviews were transcribed and analyzed to extract common themes. Each institution had IRB approval.

Results: We interviewed 19 mothers of preterm children born 31-36 weeks' gestation (Table 1). Mothers reported positive views of NICU shared reading anticipatory guidance. Regarding source of anticipatory guidance, mothers desired education about shared reading from a broad range of multidisciplinary staff members and also recognized that certain NICU staff have specific expertise about topics relevant to shared reading. Regarding framing of anticipatory guidance, many mothers noted that reading came naturally to them and that they had already begun reading to their babies during pregnancy. Several mothers reported feeling judged when reading in the NICU. They desired encouragement rather than education about how to read with their babies. Regarding anticipatory guidance content, mothers noted that it could be simple. They noted specific topics, such as reading with babies on monitors, relevant to the NICU and expressed varying preferences for whether anticipatory guidance should focus on the links between shared reading and bonding versus development. (Table 2).

Conclusion(s): Preterm mothers provided valuable insights regarding points of emphasis for NICU anticipatory guidance and potential pitfalls. Findings will inform an enhanced approach to supporting shared reading in the NICU.

Table 1: Mother Demographics


Table 2: Preterm Mother Perspectives About Shared Reading Anticipatory Guidance in the NICU