Maternal Reading and Teaching Patterns: Associations with School Readiness in Low-Income African American Families

Autor/inn/en	Britto, Pia Rebello; Brooks-Gunn, Jeanne; Griffin, Terri M.
Titel	Maternal Reading and Teaching Patterns: Associations with School Readiness in Low-Income African American Families
Quelle	In: Reading Research Quarterly, 41 (2006) 1, S.68-89 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
Schlagwörter	Language Skills; Standardized Tests; School Readiness; Mothers; Language Aptitude; Preschool Children; African Americans; Low Income Groups; Educational Attainment; Parent Influence; Story Reading; Story Telling; Teaching Methods; Reading Aloud to Others + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Standadised tests; Standardisierter Test; Readiness for school; School ability; Schulreife; Mother; Mutter; Sprachbegabung; Spracheignung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Afroamerikaner; Bildungsabschluss; Bildungsgut; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study explored the congruence in reading and teaching patterns of low-income, young African American mothers while interacting with their preschool-age children in their homes (N = 126). Survey and standardized test data were collected on maternal education and language ability, and videotape data were collected, transcribed, and coded on shared book-reading and puzzle-solving sessions, using validated coding procedures. Two reading patterns (Story-Readers and Story-Tellers) and three teaching patterns (Low Support and Low Teaching; Support and Low Teaching; and Support and Teaching) were identified based on maternal verbal and nonverbal interactions during these sessions. Children whose mothers were identified as Story-Tellers and the Support and Teaching group of mothers had better language skills than children whose mothers were not in these groups, controlling for maternal education and verbal skills. The following are appended: (1) Procedure for Transcription and Coding of Maternal and Child Verbal Interactions; and (2) Description of Maternal Teaching Behaviors. (Contains 5 tables.) (Author).
Anmerkungen	International Reading Association, Order Department, P.O. Box 6021, Newark, DE 19714-6021. Tel: 800-336-7323 (Toll Free); Tel: 302-731-1600; Fax: 302-737-0878; e-mail: customerservice@reading.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10