RESUMO
Texting-based programs are increasingly used to support parents as their child's first teacher and create links between home and school. However, there is scant evidence about the influence of program implementation on parent uptake and attrition-a key component of such programs. This article describes the design and delivery of Kindytxt, a literacy-based text-messaging program for parents with a child at Kindergarten in Western Australia, and examines the influence of recruitment method, area socioeconomic status, and teacher participation on parent uptake and attrition. Results indicate that embedding Kindytxt into a well-established family literacy program provided the infrastructure and mechanism for extensive program reach, and the recruitment method, specifically the involvement of the kindergarten teacher, significantly influenced parent registration. However, attrition rates were not significantly affected by the area socioeconomic status of participating schools, recruitment method, nor teacher participation in Kindytxt. The results suggest that teacher involvement may be the crucial factor in enabling parents to access texting programs, regardless of the socioeconomic status of the school community. The design elements may be used to inform future program development, and the research results highlight the importance of documenting and including the method of delivery as variables in the evaluation of program implementation.
