Mothers' School Readiness Beliefs and Literacy Involvement and Children's Academic Outcomes in Ethnic Minority Families

Autor/inn/en	Brinkley, Dawn Y.; Caughy, Margaret O'Brien; Owen, Margaret Tresch
Titel	Mothers' School Readiness Beliefs and Literacy Involvement and Children's Academic Outcomes in Ethnic Minority Families
Quelle	In: Early Education and Development, 34 (2023) 5, S.1093-1108 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brinkley, Dawn Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2089505
Schlagwörter	Mother Attitudes; African American Family; School Readiness; Family Literacy; Academic Achievement; Hispanic Americans; Preschool Children; Reading Achievement; Mathematics Achievement; Scores; Achievement Tests; Beliefs; Predictor Variables; Expectation; Racial Differences; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Mutterliebe; Readiness for school; School ability; Schulreife; Schulleistung; Hispanic; Hispanoamerikaner; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Belief; Glaube; Prädiktor; Expectancy; Erwartung; Rassenunterschied
Abstract	This research tested a mediation model, examining whether individual differences in mothers' school readiness beliefs influenced home literacy practices and children's later academic achievement among African American (n = 114) and primarily Mexican origin Latina mothers (n = 164) and their children. Mothers of children ages 3-4 years reported school readiness beliefs and home literacy practices. Later (ages 6-7 years), reading and math achievement scores were measured using the Woodcock-Johnson Revised (WJR) or the Batería Woodcock-Muñoz, as appropriate, depending upon the child's primary language. "Research Findings:" Results showed that African American and Latina mothers differed in their beliefs about school readiness skills, with African American mothers more likely to emphasize general pre-academic knowledge and Latina mothers more likely to emphasize social-focused readiness skills. Academic-focused readiness beliefs predicted mothers' engagement in home literacy practices, social-focused readiness beliefs predicted math achievement, and home literacy practices mediated the association between academic-focused readiness beliefs and math achievement. "Policy or Practice:" Findings suggest that interventions to enhance school readiness should consider ethnic minority parents' expectations and at-home practices, particularly during children's early childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01