Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary

Autor/inn/en	Gonzalez, Jorge E.; Acosta, Sandra; Davis, Heather; Pollard-Durodola, Sharolyn; Saenz, Laura; Soares, Denise; Resendez, Nora; Zhu, Leina
Titel	Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary
Quelle	In: Early Education and Development, 28 (2017) 1, S.78-95 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1185885
Schlagwörter	Hispanic American Students; Socioeconomic Status; Literacy; Beliefs; Vocabulary; Mothers; Preschool Children; Correlation; Child Development; Language Acquisition; Child Language; Vocabulary Development; Educational Attainment; Parent Background; Child Rearing; Parent Child Relationship; Randomized Controlled Trials; School Districts; Mexican Americans; Intelligence Tests; Verbal Ability; Pretests Posttests; Structural Equation Models; Statistical Analysis; Texas; Expressive One Word Picture Vocabulary Test; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Socio-economic status; Sozioökonomischer Status; Alphabetisierung; Schreib- und Lesefähigkeit; Belief; Glaube; Wortschatz; Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Kindesentwicklung; Sprachaneignung; Spracherwerb; 'Children''s language'; Kindersprache; Wortschatzarbeit; Bildungsabschluss; Bildungsgut; Elternhaus; Kindererziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; School district; Schulbezirk; Intelligence test; Intelligenztest; Mündliche Leistung; Statistische Analyse
Abstract	Research Findings: This study investigated the association between Mexican American maternal education and socioeconomic status (SES) and child vocabulary as mediated by parental reading beliefs, home literacy environment (HLE), and parent-child shared reading frequency. As part of a larger study, maternal reports of education level, SES, HLE, and reading beliefs along with child expressive and receptive vocabulary were collected for 252 mothers and their preschool children from 2 demographically similar school districts in 1 county. Correlations were moderate and positive, with higher levels of maternal education related to family income, HLE, book availability, and children's expressive and receptive vocabulary. Consistent with long-standing evidence, maternal education and SES were predictors of children's vocabulary, albeit indirectly through maternal reading beliefs, HLE, and reading frequency. Practice or Policy: Findings extend current knowledge about specific pathways through which social class variables impact children's language. Policy implications, directions for future research, and study limitations are noted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01