Premium
Low‐Income Hispanic Parents' Contributions to Their First‐Grade Children's Word‐Recognition Skills
Author(s) -
Goldenberg Claude N.
Publication year - 1987
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.1987.18.3.05x1130l
Subject(s) - socioeconomic status , psychology , reading (process) , curriculum , developmental psychology , word recognition , sociology , pedagogy , linguistics , demography , population , philosophy
This article investigates the role Hispanic parents played in nine first‐grade children's acquisition of word‐recognition skills. Two parents, by directly helping children learn the school's reading curriculum, made the greatest contribution to children's achievement. All parents, despite their low socioeconomic status, were capable of helping their children and expressed willingness to do so. However, there was no systematic attempt by the school to enlist their aid. The significance of these findings for the education of minority children is discussed.