The Influence of Positive Mother-Child Verbal Interactions on Adolescent Mothers' Literacy

Autor/in	Baron, Heather-Lee M.
Titel	The Influence of Positive Mother-Child Verbal Interactions on Adolescent Mothers' Literacy
Quelle	(2010), (119 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Alaska Fairbanks
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1243-6236-6
Schlagwörter	Hochschulschrift; Dissertation; Mothers; Child Rearing; Family Literacy; Literacy Education; High School Seniors; Qualitative Research; Family Programs; Program Effectiveness; Parent Child Relationship; Interpersonal Communication; Early Parenthood; Adolescents; Vocabulary Development; Language Usage; Feedback (Response); Teaching Methods; Responses; Rural Areas; Pregnancy; Reading Skills; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mother; Mutter; Kindererziehung; Qualitative Forschung; Family program; Familienprogramm; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kommunikation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Wortschatzarbeit; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Rural area; Ländlicher Raum; Schwangerschaft; Reading skill; Lesefertigkeit
Abstract	The purpose of this six-month qualitative microethnographic case study was to determine what influence a family literacy program based on positive mother-child verbal interactions would have on the participating adolescent mothers' literacy skills. The design of the program was founded on the Hart and Risley study (1995) and their findings regarding the five categories of significant family experiences that enhance children's vocabulary: language diversity, feedback tone, symbolic emphasis, guidance style, and responsiveness. These experiences stress the importance of affirmative interactions between children and their parents. The three adolescent mothers who participated in the study were single, white, of low socioeconomic status, and enrolled as high school seniors in the same school district in rural northwestern Pennsylvania. One participant was 11 weeks pregnant with a boy, one participant was parenting an 11-month old girl, and one participant was 18 weeks pregnant with a boy and parenting a one-year-old boy. The study found that the girls who participated in this program showed a growth of one grade level in their expository text reading levels. The results also suggest a relationship between the participants' attitude and motivation scores and their participation level in the study. Finally, the researcher believes that external/environmental factors may also have influenced the participants' participation level and the overall results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10