Latina Mothers' School Preparation Activities and Their Relation to Children's Literacy Skills

Autor/in	Durand, Tina M.
Titel	Latina Mothers' School Preparation Activities and Their Relation to Children's Literacy Skills
Quelle	In: Journal of Latinos and Education, 9 (2010) 3, S.207-222 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
Schlagwörter	Mothers; Kindergarten; Emergent Literacy; Young Children; Hispanic Americans; Academic Achievement; Regression (Statistics); Parent Teacher Cooperation; School Readiness; Longitudinal Studies; Interviews; Parent Attitudes; Cultural Influences + Suchen Sie Ihr Suchwort? Mother; Mutter; Frühleseunterricht; Frühe Kindheit; Hispanic; Hispanoamerikaner; Schulleistung; Regression; Regressionsanalyse; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Readiness for school; School ability; Schulreife; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Elternverhalten; Cultural influence; Kultureinfluss
Abstract	Few studies have examined the link between children's early school achievement and parents' at-home practices exclusively among Latino groups. This study examined the relation between Latina mothers' reported at-home practices regarding school preparation and their children's literacy skills. Participants included 56 kindergarten children and their mothers from the School Transition Study. Hierarchical regression analyses showed that mothers' practices in the social rather than academic domain were positively associated with children's literacy skills in the spring of kindergarten and that children's classroom engagement partially mediated these relations. Implications for building supportive partnerships among Latino families, teachers, and schools are discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. 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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10