The study concentrated on mothers’ reading to their preschool children. Three broad questions were posed about how the mother’s educational level is associated with: (1) the mother’s reasons to read to the child, (2) frequency and duration of this reading, (3) mother-child literacy interaction with the child. The sample of low education mothers (n=55) and high education mothers (n=213) was recruited to fill in a questionnaire of 46 items. Higher education mothers outperformed low education mothers in these variables: reading to the child in order to enhance cognitive development, appreciate the time they are with the child in reading sessions, reading to child frequency, and the number of books the child possesses. On the other hand, low education mothers more frequently than high education mothers ask children about book characters and explain reasons for reading.
If the inline PDF is not rendering correctly, you can download the PDF file here.
Boudreau, D. (2015). Use of parent questionnaire in emergent and early literacy assessment of preschool children. Language, Speech, and Hearing Services in Schools, 36(1), 33-47. htps://doi.org/10.1044/0161-1461(2005/004)
Durand, T. M. (2011). Latino parental involvement in kindergarten: Findings from the Early Childhood Longitudinal Study. Hispanic Journal of Behavioral Sciences, 33(4), 469-489. https://doi.org/10.1177/0739986311423077
Farver, J.A., Xu, Y., & Lonigan, C. J., & Eppe, S. (2013). The home literacy environment and Latino head start children’s emergent literacy skills. Journal of Developmental Psychology, 49(4), 775-791. https://doi.org/10.1037/a0028766
Gavora, P. (2016). Preschool children in book-reading situations with parents. The perspective of personal agency theory. Studia Paedagogica, 21(4), 99-116. https://doi.org/10.5817/sp2016-4-5
Hammer, C. Sch., Rodrigues, B. L., & Lawrence, F R. (2007). Puerto Rican mothers’ beliefs and home literacy practices. Language, Speech and Hearing Services in Schools, 38(3), 216-224. https://doi.org/10.1044/0161-1461(2007/023)
Hindman, A. H. & Morrison, F. J. (2012). Differential contribution of three parenting dimensions to preschool literacy skills in a middle-income family. Merrill-Palmer Quarterly, 58(2), 191-223. https://doi.org/10.1353/mpq.2012.0012
Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children’s literacy development: A longitudinal analysis. Journal of Educational Psychology, 100(2), 252-271. https://doi.org/10.1037/0022-0618.104.22.168
Jarret, R. L., Hamilton, M.-B., & Coba-Rodrigues, S. (2015). „So we would all help pitch in.“ The family literacy practices of low income African American mothers of preschoolers. Journal of Communication Disorders, 57, 81-93. https://doi.org/10.1016/j.jcomdis.2015.07.003
Korat, O., Ron, R., & Klein, P. (2008). Cognitive mediation and emotional support of fathers and mothers to their children during shared book-reading in two different SES groups. Journal of Cognitive Education and Psychology, 7(2), 223-247. https://doi.org/10.1891/194589508787381872
Leseman, P., & de Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation and social-emotional quality predicting early reading achievement. Reading Research Quarterly, 33(3), 294-318. https://doi.org/10.1598/rrq.33.3.3
Martini, F., & Sénéchal, M. (2012). Learning literacy skills at home: Parent teaching, expectations, and child interest. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 44(3), 210-221. https://doi.org/10.1037/a0026758
Melissa-Halikiopoulou, Ch., & Natsiopolou, T. (2008). Mothers reading children’s books to preschoolers. A Greek study. International Journal of Caring Sciences, 1(2), 74-78. https://doi.org/10.2139/ssrn.2781839
Niklas, F., Cohrssen, C., Tayler, C., & Schneider, W. (2016). Erstes Vorlesen: Der Früher Vogel fängt den Wurm. Zeitschrift für Pädagogische Psychologie, 30(1), 35-44. https://doi.org/10.1024/1010-0652/a000166
Raikes, H., Luze, G., Brooks-Gunn, J. et al. (2006). Mother-child bookreading in low-income families: Correlates and outcomes during the first three years of life. Child Development, 77, 924-953.
Roberts, J., Jergens, J., & Burchinal, M. (2005). The role of home literacy practices in preschool children’s language and emergent literacy skills. Journal of Speech, Language, and Hearing Research, 48(2), 345-359. https://doi.org/10.1044/1092-4388(2005/024)
Sénéchal, M. (1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Child Language, 24, 123–138. https://doi.org/10.1017/s0305000996003005
Sénéchal, M., LeFevre, J.-A., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33(1), 96–116. https://doi.org/10.1598/rrq.33.1.5
Suizzo, M., & Stapleton, L. M. (2007). Home-based parental involvement in young children’s education: Examining the effects of maternal education across U.S. ethnic groups. Educational Psychology, 27, 533-556. https://doi.org/10.1080/01443410601159936
Torr, J. (2004). Talking about picture books: The influence of maternal education on four-year-old children’s talk with mothers and pre-school teachers. Journal of Early Childhood Literacy, 4(2), 181-210. https://doi.org/10.1177/1468798404044515
Van Steensel, R. (2006). Relations between socio-cultural factors, the home literacy environment and children’s literacy development in the first years of primary education. Journal of Research in Reading, 29(4), 367-382. https://doi.org/10.1111/j.1467-9817.2006.00301.x
Wiegel, D. J., Martin, S. S., & Bennett, K. K. (2006). Mothers’ literacy beliefs: Connections to the home literacy environment and preschool children’s literacy development. Journal of Early Childhood Literacy, 6(2), 191-211. http://doi/10.1177/1468798406066444
Yarosz, D.J. & Barnett, W.S. (2001). Who reads to young children?: Identifying predictors of family reading activities. Reading Psychology, 22(1), 67-81. https://doi.org/10.1080/02702710121153