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ERIC Number: EJ792227
Record Type: Journal
Publication Date: 2008-Mar
Pages: 23
Abstractor: Author
Reference Count: 60
ISBN: N/A
ISSN: ISSN-1040-9289
Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs about Shared-Reading Interactions
Curenton, Stephanie M.; Justice, Laura M.
Early Education and Development, v19 n2 p261-283 Mar 2008
Research Findings: This research investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared-reading interactions for 45 Appalachian families. These variables were studied for lower income, primarily European American, families residing in a geographically isolated, small, rural community in the Appalachian Mountains. Children's performance on standardized measures of preliteracy skills pertaining to print concepts and alphabet knowledge was substantially lower than normative references, but their performance on tasks assessing their understanding of environmental print was similar to normative references. The preliteracy skills of children with more educated mothers were significantly better than those of children with less educated mothers. More educated mothers had higher ratings on a measure of parental beliefs about shared reading than less educated mothers had; however, maternal reports of the frequency of home literacy practices were similar for both groups. Mediation analyses indicated that mothers' beliefs about shared-reading interactions served as a mediator for the association between maternal education and children's understanding of reading conventions. Practice or Policy: Future directions for research and implications for practice are discussed. (Contains 5 tables and 1 figure.)
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 - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A