Mexican American Mothers of Low and Middle Socioeconomic Status: Communication Behaviors and Interactive Strategies during Shared Book Reading

Autor/inn/en	Rodriguez, Barbara L.; Hines, Rachel; Montiel, Miguel
Titel	Mexican American Mothers of Low and Middle Socioeconomic Status: Communication Behaviors and Interactive Strategies during Shared Book Reading
Quelle	In: Language, Speech, and Hearing Services in Schools, 40 (2009) 3, S.271-282 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2008/07-0053)
Schlagwörter	Mexican Americans; Mothers; Socioeconomic Status; Reading Aloud to Others; Reading Strategies; Interpersonal Communication; Preschool Children; Social Differences; Feedback (Response) + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Mother; Mutter; Socio-economic status; Sozioökonomischer Status; Reading strategy; Leselernstufe; Lesetechnik; Interpersonale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sozialer Unterschied
Abstract	Purpose: The aim of this investigation was to describe and compare the communication behaviors and interactive reading strategies used by Mexican American mothers of low- and middle-socioeconomic status (SES) background during shared book reading. Method: Twenty Mexican American mother-child dyads from the Southwestern United States were observed during two book reading sessions. The data were coded across a number of communication behavior categories and were analyzed using the Adult/Child Interactive Reading Inventory (ACIRI; A. DeBruin-Parecki, 1999 ). Results: Mexican American mothers used a variety of communication behaviors during shared book reading with their preschool children. Significant differences between the SES groups regarding the frequency of specific communication behaviors were revealed. Middle-SES mothers used positive feedback and yes/no questions more often than did low-SES mothers. Mexican American mothers also used a variety of interactive reading strategies with varying frequency, as measured by the ACIRI. They enhanced attention to text some of the time, but rarely promoted interactive reading/supported comprehension or used literacy strategies. There were no significant differences between the SES groups regarding the frequency of interactive reading strategies. Conclusion: Parent literacy programs should supplement Mexican American mothers' communication behaviors and interactive reading strategies to improve effectiveness and participation. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10