“So we would all help pitch in:” The family literacy practices of low-income African American mothers of preschoolers

Abstract

Reader should recognize that (1) there is not a 'right' phenotype and therefore not a right form of environmental input and (2) that context matters (at both the level of the cell and the individual organism).

Family Support of Third-Grade Reading Skills, Motivation, and Habits

“…Several findings from the present study build upon a literature base that assumes an assets-based perspective of exploring parental support of children's literacy development in families from low-SES communities (Auerbach, 1989;Compton-Lilly, 2007;Compton-Lilly et al, 2016;Heath, 1983;Jarrett et al, 2015;Purcell-Gates, 1996;van Steensel, 2006). For instance, parents' explicit discussion of the value of reading-a form of academic socialization-is consistent with findings in the broader parental engagement literature (Hill, 2001) as well as studies that have explored the ways in which Latino parents share advice, consejos, through personal accounts, stories of struggle, and explicit expectations (Lopez & Vazquez, 2006;Monzó, 2010;Valdés, 1996).…”

“…The present study builds upon research that explores these contributions by examining the ways that parents support their children's reading skills, motivation, and habits through both everyday, authentic reading routines and common school-based practices. Although literacy is far broader than skills implicated while reading books (Perry, 2012), the present study's emphasis on parents' support of reading print, and books specifically, builds upon a research base that suggests that parents 4 from low-SES communities place a high value on developing reading skills promoted in school (Compton-Lilly et al, 2016;Hammer et al, 2005;Jarrett et al, 2015;McWayne et al, 2016).…”

Observed and Parent-Report Measures of Social Communication in Toddlers With and Without Autism Spectrum Disorder Across Race/Ethnicity

“…Using a parent questionnaire, Hammer, Farkas, and Maczuga (2010) found ethnicity-linked differences in the amount of literacy-related experiences in the home, with Hispanic parents reporting fewer literacy activities than nonHispanic parents. Jarrett, Hamilton, and Coba-Rodriguez (2015) conducted qualitative interviews with African American parents that revealed the reported use of a variety of literacy practices and inclusion of extended kin in literacy opportunities, suggesting methods of promoting literacy that may not have been recognized in previous quantitative studies. Potential differences in frequency and type of early literacy activities could affect performance during standardized assessments of communication, but further research is needed to understand the interactions between ethnicity and language outcomes.…”

Čtení dětem v rodině: výzkum důvodů, parametrů a praktik

“…Výzkum hledal odpověď na otázku, jaké podpůrné verbální prostředky rodič používá. Dítě podněty potřebuje, jelikož ještě nemá plně rozvinutou pozornost, má slabou autoregulaci i další schopnosti, jež by jeho participaci na čtení posilovaly (Landry & Smith, 2006 (Hammer et al, 2007;Jarret, Hamilton, & Coba-Rodrigues, 2015) nebo u dětí s poruchami řeči/komunikace (Boudreau, 2015). Na základě těchto zjištění vznikly i projekty na podporu čtení v rodinách zaměřené na vysvětlování vý-znamu pregramotnosti a důležitosti čtení dětem v předškolním věku a strategií interakce rodičů s dětmi při čtení.…”