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Mother–Child Bookreading in Low‐Income Families: Correlates and Outcomes During the First Three Years of Life
Author(s) -
Raikes Helen,
Alexander Pan Barbara,
Luze Gayle,
TamisLeMonda Catherine S.,
BrooksGunn Jeanne,
Constantine Jill,
Banks Tarullo Louisa,
Abigail Raikes H.,
Rodriguez Eileen T.
Publication year - 2006
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2006.00911.x
Subject(s) - firstborn , psychology , developmental psychology , odds , reading (process) , vocabulary , vocabulary development , reading comprehension , language development , literacy , child development , cognition , birth order , demography , logistic regression , population , medicine , linguistics , teaching method , sociology , philosophy , pedagogy , neuroscience
About half of 2,581 low‐income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English‐speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English‐speaking children and daily reading at any 1 data point for Spanish‐speaking children predicted children's language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children's vocabulary.