Preschoolers' Emergent Literacy Skills: The Mediating Role of Maternal Reading Beliefs

Autor/in	Cottone, Elizabeth Ann
Titel	Preschoolers' Emergent Literacy Skills: The Mediating Role of Maternal Reading Beliefs
Quelle	In: Early Education and Development, 23 (2012) 3, S.351-372 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2010.527581
Schlagwörter	Phonological Awareness; Preschool Children; Counties; Emergent Literacy; Mothers; Parent Role; Correlation; Beliefs; Parent Attitudes; Educational Attainment; Reading Skills; Reading Habits; Gender Differences; Ethnicity; Disadvantaged Youth + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Mother; Mutter; Parental role; Elternrolle; Korrelation; Belief; Glaube; Elternverhalten; Bildungsabschluss; Bildungsgut; Reading skill; Lesefertigkeit; Reading habit; Lesegewohnheit; Geschlechterkonflikt; Ethnizität; Benachteiligter Jugendlicher
Abstract	Research Findings: The purpose of this paper is to explore the association between maternal reading beliefs and children's emergent literacy outcomes in light of maternal education. Furthermore, I consider whether maternal reading beliefs may mediate the association between maternal education level and children's print knowledge and phonological awareness while classroom quality, maternal literacy practices, gender, and ethnicity are controlled. Data were collected from a socioeconomically diverse population of 92 mothers and their preschool children from 2 demographically different counties in a Mid-Atlantic state. Correlations among all measures were moderate and positive, with higher levels of maternal education associated with higher scores on a maternal beliefs measure and higher child scores on a print knowledge and phonological awareness measure. Maternal reading beliefs mediated the effects of maternal education level on children's print knowledge and phonological awareness. This pathway remained in the presence of the 4 covariates for print knowledge only. Practice or Policy: These findings have important implications for practitioners as they work to involve parents in students' literacy development by creating parent training programs that not only integrate but also highlight and even shape maternal reading beliefs. (Contains 2 figures, 3 tables, and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10