Literaturnachweis - Detailanzeige
| Autor/in | Bingham, Gary E. |
|---|---|
| Titel | Maternal Literacy Beliefs and the Quality of Mother-Child Book-Reading Interactions: Associations with Children's Early Literacy Development |
| Quelle | In: Early Education and Development, 18 (2007) 1, S.23-49 (27 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1040-9289 |
| DOI | 10.1080/10409280701274428 |
| Schlagwörter | Mothers; Educational Attainment; Emergent Literacy; Parent Attitudes; Reading Aloud to Others; Childrens Literature; Literacy Education; Parent Child Relationship; Family Environment; Reading Skills; Family School Relationship; Young Children; United Kingdom (Reading) |
| Abstract | This study examined the relation among mothers' literacy-related beliefs, the home literacy environment, the quality of mother-child book-reading interactions, and children's development of early literacy skills. The participants of this study were 60 mothers and their 4-year-old children. After controlling for mothers' educational attainment, mothers' literacy beliefs were positively related to the quality of home literacy environments and the instructional and affective quality of joint book-reading interactions. The quality of children's home literacy environments and mother-child joint book-reading interactions was related to children's development of early literacy skills. Findings are discussed in relation to the importance of understanding the connection between parents' literacy beliefs and behaviors in designing effective literacy interventions and creating school and family literacy connections. (Author). |
| Anmerkungen | Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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