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ERIC Number: EJ787375
Record Type: Journal
Publication Date: 2008-Jan
Pages: 23
Abstractor: Author
Reference Count: 83
ISBN: N/A
ISSN: ISSN-1040-9289
The Relationship between Maternal Beliefs and Behavior during Shared Reading
Meagher, Susan M.; Arnold, David H.; Doctoroff, Greta L.; Baker, Courtney N.
Early Education and Development, v19 n1 p138-160 Jan 2008
The goal of the present study was to increase understanding of the connection between maternal beliefs and behavior during shared reading and to examine the relation of these maternal beliefs to children's reading engagement. The study included survey and observational data from an ethnically diverse sample of 50 mothers and their 5- to 6-year-old children. As predicted, mothers who believed that shared reading should involve learning showed more learning-focused behaviors. Similarly, the belief that reading should be fun predicted more positive interactions. Some relationships between beliefs and behavior were moderated by gender. For girls, higher maternal expectations for children's future reading grades were associated with better scaffolding, but this pattern was not found for boys. There was a positive relationship between mothers' belief that reading should be fun and their sons' engagement. No gender differences were found in maternal expectations and beliefs or in observed maternal learning-focused behaviors or positive support. However, girls were observed to be significantly more engaged during the reading interaction. These results point to the connections between maternal beliefs and behaviors during shared reading, as well as the need to consider child gender in understanding these connections. (Contains 3 tables and 3 figures.)
Lawrence Erlbaum. 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/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A