Maternal reading and teaching patterns: Associations with school readiness in low-income African American families
Maternal reading and teaching patterns: Associations with school readiness in low-income African American families
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DOI：
10.1598/rrq.41.1.3
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发表时间：
2006-01-01
影响因子：
4.2
通讯作者：
Griffin, TM
中科院分区：
文献类型：
--
作者：
Britto, PR;Brooks-Gunn, J;Griffin, TM
本研究探讨了低收入的年轻非裔美国母亲在家中与学龄前儿童互动时阅读和教学模式的一致性（N= 126）。调查和标准化测试数据收集母亲的教育和语言能力，录像带数据收集，转录，并编码共享的读书和解谜会议，使用有效的编码程序。两个阅读模式（讲故事的读者和讲故事的人）和三个教学模式（低支持和低教学;支持和低教学;支持和教学）的基础上，在这些会议上的母亲的语言和非语言的互动。儿童的母亲被确定为讲故事和支持和教学组的母亲有更好的语言技能比儿童的母亲不属于这些群体，控制母亲的教育和口头技能。
THIS STUDY explored the congruence in reading and teaching patterns of low-income, young African American mothers while interacting with their preschool-age children in their homes (N= 126). Survey and standardized test data were collected on maternal education and language ability, and videotape data were collected, transcribed, and coded on shared book-reading and puzzle-solving sessions, using validated coding procedures. Two reading patterns (Story-Readers and Story-Tellers) and three teaching patterns (Low Support and Low Teaching; Support and Low Teaching; and Support and Teaching) were identified based on maternal verbal and nonverbal interactions during these sessions. Children whose mothers were identified as Story-Tellers and the Support and Teaching group of mothers had better language skills than children whose mothers were not in these groups, controlling for maternal education and verbal skills.