READ - Daycare

Children in second and third grade are becoming better readers, when they read together with their parents. This was shown in the project READ – Reading together. Now it is time to test, whether the same positive results can be created among children in nursery schools.

Time period:

2017 (from January to summer). 

Target group:

5 years old children in nursery schools. 

Number of participants:

Around 120-135 nurseries.


Parents receive a bag with books that they can read with their children. Furthermore, instruction material is included, and in here, parents can learn how they read with their children in the best way to support their children’s linguistic development. There will also be some proposals on where parents can find additional reading material (library, school, newspapers, etc.)

A book package and instruction material have shown to improve school children’s language in a former READ-project, so now the question is, whether it can be helpful for children in nursery school too. The researchers reuse part of the material from the first test, but some adjustment has been necessary, since children in the end of preschool cannot be expected to have the abilities to read aloud by themselves.

Participants can download an app that has been developed to the project. In the app, parents can find information about the project, and parents and children can in addition log each time they read. In this way, they can keep up with, how often they remember to read, and how many minutes they read each time.    


To measure the effect of the intervention, it is important to have a control group that does not receive the intervention. Some nursery schools are therefore placed in this group, while others are put into the intervention group. The intervention group is further divided into two groups, because the researchers want to test two different versions of the intervention. So in all, there are three groups, and by randomization, each nursery school is assigned to one of the groups.

The project examine, if children are becoming better on to parameters: Their language comprehension and their persistence. The children are tested before and after the intervention, and the measuring are undertaken by external language experts.    


Municipality of Aarhus and TrygFonden.    


Expected in 2019.


No publications yet.