The Relationship Among Socioeconomic Status, Education, and Maternal Book-Sharing Practices
Year: 2010
Type: article
Abstract: Studies have shown that maternal book reading strategies in the toddler years impacts language and emergent literacy in the preschool years (Roberts, Jurgens, Burchinal, 2005). Certain forms of linguistic input, including the use of complex syntax and vocabulary, have been shown to be associated with better language and literacy outcomes for children. There is some research that suggests that parents from low income (SES), low education homes use fewer words and less complex vocabulary and syntax during book reading than parents from high SES, mid-high education homes (Horton-Ikard & Ellis Weisner, 2007) although results are mixed. More research is necessary to disentangle the effects of SES and education from the kinds of linguistic input parents use with their children.
Authors: Shaw, Jessica, Blackburn, Allisa
Institution: Utah State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7024162229