This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Hammer, C. S. Articles by Johnson, A. A. Search for Related Content Social Bookmarking                         What's this?

Book reading interactions between African American and Puerto Rican Head Start children and their mothers

The Pennsylvania State University, USA, cjh22{at}psu.edu

Diana Nimmo

The Pennsylvania State University, USA

Risa Cohen

The Pennsylvania State University, USA

Heather Clemons Draheim

The Pennsylvania State University, USA

Amy Achenbach Johnson

The Pennsylvania State University, USA

In keeping with a sociocultural view of children’s literacy development, this study investigated the book reading behaviors of African American and Puerto Rican mothers and their Head Start children. Ten African American and 10 Puerto Rican mothers and their children participated. The communicative behaviors of the mothers and children produced during book reading were analyzed and the book reading styles of the dyads were also identified. Results revealed that mothers read the text from the books, responded to their children and asked questions most frequently. The children responded to their mothers’ utterances, produced labels/comments, and asked questions most frequently. Puerto Rican mothers produced significantly more labels/comments than did African American mothers. Puerto Rican children had higher assertiveness ratios than their African American counterparts. Four book reading styles were identified in the two groups. Implications for developing interventions that incorporate families’ literacy practices are discussed.

Key Words: African American • book reading • Latino • literacy

Journal of Early Childhood Literacy, Vol. 5, No. 3, 195-227 (2005)
DOI: 10.1177/1468798405058683


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				B. L. Rodriguez, R. Hines, and M. Montiel Mexican American Mothers of Low and Middle Socioeconomic Status: Communication Behaviors and Interactive Strategies During Shared Book Reading Lang Speech Hear Serv Sch, July 1, 2009; 40(3): 271 - 282. [Abstract] [Full Text] [PDF]

				L. Iris Rosa-Lugo and J. Kent-Walsh Effects of Parent Instruction on Communicative Turns of Latino Children Using Augmentative and Alternative Communication During Storybook Reading Communication Disorders Quarterly, November 1, 2008; 30(1): 49 - 61. [Abstract] [PDF]

				E. Prins and B. W. Toso Defining and Measuring Parenting for Educational Success: A Critical Discourse Analysis of the Parent Education Profile American Educational Research Journal, September 1, 2008; 45(3): 555 - 596. [Abstract] [Full Text] [PDF]

				C. S. Hammer, B. L. Rodriguez, F. R. Lawrence, and A. W. Miccio Puerto Rican Mothers' Beliefs and Home Literacy Practices Lang Speech Hear Serv Sch, July 1, 2007; 38(3): 216 - 224. [Abstract] [Full Text] [PDF]

				E. Gregory, T. Arju, J. Jessel, C. Kenner, and M. Ruby Snow White in different guises: Interlingual and intercultural exchanges between grandparents and young children at home in East London Journal of Early Childhood Literacy, April 1, 2007; 7(1): 5 - 25. [Abstract] [PDF]