Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs about Shared-Reading Interactions

Autor/inn/en	Curenton, Stephanie M.; Justice, Laura M.
Titel	Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs about Shared-Reading Interactions
Quelle	In: Early Education and Development, 19 (2008) 2, S.261-283 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Mothers; Emergent Literacy; Educational Attainment; Parent Influence; Parent Attitudes; Reading Aloud to Others; Whites; Reading Skills; Reading Habits; Preschool Children; Rural Areas; Early Intervention + Suchen Sie Ihr Suchwort? Mother; Mutter; Frühleseunterricht; Bildungsabschluss; Bildungsgut; Elternverhalten; White; Weißer; Reading skill; Lesefertigkeit; Reading habit; Lesegewohnheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rural area; Ländlicher Raum
Abstract	Research Findings: This research investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared-reading interactions for 45 Appalachian families. These variables were studied for lower income, primarily European American, families residing in a geographically isolated, small, rural community in the Appalachian Mountains. Children's performance on standardized measures of preliteracy skills pertaining to print concepts and alphabet knowledge was substantially lower than normative references, but their performance on tasks assessing their understanding of environmental print was similar to normative references. The preliteracy skills of children with more educated mothers were significantly better than those of children with less educated mothers. More educated mothers had higher ratings on a measure of parental beliefs about shared reading than less educated mothers had; however, maternal reports of the frequency of home literacy practices were similar for both groups. Mediation analyses indicated that mothers' beliefs about shared-reading interactions served as a mediator for the association between maternal education and children's understanding of reading conventions. Practice or Policy: Future directions for research and implications for practice are discussed. (Contains 5 tables and 1 figure.) (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