Sharing Books and Learning Language: What do Latina Mothers and Their Young Children Do?

Autor/inn/en	Boyce, Lisa K.; Cook, Gina A.; Roggman, Lori A.; Innocenti, Mark S.; Jump, Vonda K.; Akers, James F.
Titel	Sharing Books and Learning Language: What do Latina Mothers and Their Young Children Do?
Quelle	In: Early Education and Development, 15 (2004) 4, S.371-386 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1207/s15566935eed1504_2
Schlagwörter	Mothers; Immigrants; Expressive Language; Sharing Behavior; Hispanic Americans; Young Children; Low Income Groups; Spanish Speaking; Parent Child Relationship; Vocabulary Development; Interaction; Early Reading; Books; Childrens Literature + Suchen Sie Ihr Suchwort? Mother; Mutter; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanoamerikaner; Frühe Kindheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Wortschatzarbeit; Interaktion; Frühlesen; Book; Buch; Monographie; Monografie; 'Children''s literature'; Kinderliteratur
Abstract	This study examined low-income, Spanish-speaking, immigrant Latina mothers' book sharing behaviors in relation to their children's vocabulary. Participants were 47 3-year-old children and their mothers. We addressed two research questions: (a) What interactive behaviors are evident when low-income immigrant Latina mothers and their 3-year-old children look at books together? (b) For these children and their mothers, which book-sharing behaviors are related to children's expressive language? Overall, our results indicated that mothers were involved in several kinds of interactions with the books. They enhanced their children's attention to the printed text, promoted interaction or conversation with their children about what was in the books, and somewhat less often, used more complex literacy strategies. Mothers who did these things most had children with the largest vocabularies even when mothers' vocabulary was taken into account. Implications for designing interventions for similar families are discussed. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10