Mother-Child Bookreading in Low-Income Families: Correlates and Outcomes during the First Three Years of Life

Autor/inn/en	Raikes, Helen; Pan, Barbara Alexander; Luze, Gayle; Tamis-LeMonda, Catherine S.; Brooks-Gunn, Jeanne; Constantine, Jill; Tarullo, Louisa Banks; Raikes, H. Abigail; Rodriguez, Eileen T.
Titel	Mother-Child Bookreading in Low-Income Families: Correlates and Outcomes during the First Three Years of Life
Quelle	In: Child Development, 77 (2006) 4, S.924-953 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2006.00911.x
Schlagwörter	Mothers; Parent Child Relationship; Low Income Groups; Correlation; Reading; Birth Order; Whites; Hispanic Americans; African Americans; Spanish Speaking; Vocabulary; Cognitive Development; Daughters; Verbal Ability; Comprehension; Path Analysis; English; Native Speakers + Suchen Sie Ihr Suchwort? Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Korrelation; Leseprozess; Lesen; Geburtenfolge; White; Weißer; Hispanic; Hispanoamerikaner; Afroamerikaner; Wortschatz; Kognitive Entwicklung; Daughter; Tochter; Mündliche Leistung; Verstehen; Verständnis; Pfadanalyse; English language; Englisch; Muttersprachler
Abstract	About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English-speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English-speaking children and daily reading at any 1 data point for Spanish-speaking children predicted children's language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children's vocabulary. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10