Associations between In-the-Moment Behavior of Children, Family Literacy Program Use, and Latina Mother-Child Book Reading

Autor/in	Jung, Youngok
Titel	Associations between In-the-Moment Behavior of Children, Family Literacy Program Use, and Latina Mother-Child Book Reading
Quelle	In: Early Child Development and Care, 189 (2019) 13, S.2071-2084 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jung, Youngok)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1438423
Schlagwörter	Child Behavior; Family Literacy; Family Programs; Parent Child Relationship; Mothers; Oral Reading; Speech Communication; Language Usage; Discussion; English (Second Language); Spanish; Hispanic Americans; Participation; Affective Behavior; Books; Young Children; Childrens Literature; California (Los Angeles) + Suchen Sie Ihr Suchwort? Family program; Familienprogramm; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Sprachgebrauch; Diskussion; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Hispanic; Hispanoamerikaner; Teilnahme; Affective disturbance; Active behaviour; Affektive Störung; Book; Buch; Monographie; Monografie; Frühe Kindheit; 'Children''s literature'; Kinderliteratur
Abstract	This study examined how in-the-moment behaviour of children and family literacy programme use are associated with the affective quality of mother-child interactions and the content of maternal utterances that occurred during book reading. Ninety-Two Latina mother-child dyads were included. Mothers frequently exhibited warm/positive behaviour and discussed the immediate content of the book. Children were highly engaged and many of them alternated between English and Spanish when discussing the content of the book. Language mixing of children was positively associated with the number of maternal utterances on the immediate content of the book, while negatively associated with that on reading the text. Child's engagement in book reading was associated with the affective quality of mother-child interactions, but not with the content of maternal utterances. Family literacy programme use, especially parent-child interactive literacy activities service was positively associated with the number of maternal utterances on the content of the book. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01