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ERIC Number: EJ823113
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0193-3973
The Effect of Maternal Teaching Talk on Children's Emergent Literacy as a Function of Type of Activity and Maternal Education Level
Korat, Ofra
Journal of Applied Developmental Psychology, v30 n1 p34-42 Jan-Feb 2009
This study examined the extent to which maternal education affects mothers' teaching talk level as a function of activity (book reading vs. looking at a family photo album), and the contribution of maternal teaching talk level during these activities to 88 five- to six-year old children's emergent literacy. Videotaped mother-child interactions were used to assess maternal teaching talk; children's emergent literacy levels were assessed independently. Children of mothers with higher education levels had higher emergent literacy levels than children of mothers with lower education levels. Higher education mothers used higher teaching talk levels in both activities than lower education mothers. Mothers used higher teaching talk levels during book reading than during the photo album activity. Higher education mothers' teaching talk levels in each activity were related to their children's emergent literacy level; there was no relationship between lower education mothers' teaching talk and emergent literacy level. Implications for researchers and educational practices are discussed. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A