ERIC Number: EJ1123287
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-9289
EISSN: N/A
Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary
Gonzalez, Jorge E.; Acosta, Sandra; Davis, Heather; Pollard-Durodola, Sharolyn; Saenz, Laura; Soares, Denise; Resendez, Nora; Zhu, Leina
Early Education and Development, v28 n1 p78-95 2017
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.
Descriptors: 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
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Expressive One Word Picture Vocabulary Test; Peabody Picture Vocabulary Test
IES Funded: Yes
Grant or Contract Numbers: R305G050121