Researchers know that texting programs can greatly benefit young children’s literacy. Now new research shows that parents’ participation in such programs can be boosted exponentially with one simple tweak: automatic enrollment, combined with the ability to opt out.
The new research from the Center for Child and Family Policy at Duke University’s Sanford School of Public Policy appears in the Journal of Child and Family Studies.
In recent years, mounting research evidence has shown texting to be an effective, low-cost, scalable approach for engaging parents in their children’s learning. Some studies suggest text message interventions via tips for parents on how to support their child’s development can put young children’s learning 2-3 months ahead.
Yet getting parents to enroll in these beneficial programs can be challenging. With that in mind, researchers designed a study to test strategies for increasing program participation.
In the study, researchers from Duke, New York