Mexican Mothers' English Proficiency and Children's School Readiness: Mediation through Home Literacy Involvement

Autor/in	Baker, Claire E.
Titel	Mexican Mothers' English Proficiency and Children's School Readiness: Mediation through Home Literacy Involvement
Quelle	In: Early Education and Development, 25 (2014) 3, S.338-355 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2013.807721
Schlagwörter	Mexican Americans; School Readiness; Family Environment; Family Literacy; English (Second Language); Language Proficiency; Correlation; Path Analysis; Reading Achievement; Mathematics Achievement; Hypothesis Testing; Longitudinal Studies; Questionnaires; Mothers; Parent Influence; Preschool Children; Spanish Speaking; Reading Tests; Mathematics Tests; Item Response Theory; Age Differences; Educational Attainment; Poverty; Immigration; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Readiness for school; School ability; Schulreife; Familienmilieu; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Korrelation; Pfadanalyse; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Hypothesenprüfung; Hypothesentest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lesetest; Item-Response-Theorie; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Armut
Abstract	Research Findings: Home literacy involvement (e.g., shared book reading) has been linked to enhanced cognitive development and school readiness during early childhood. Furthermore, precursory reading and math skills are key predictors of high school achievement. This study examined prospective relations between Mexican mothers' English proficiency, their home literacy involvement, and their children's school readiness (i.e., preschool reading and math scores). A large, nationally representative sample of preschool-age Mexican American children (N = 826) was used to test a theoretically derived path analysis that demonstrated that mother-reported home literacy involvement mediated the relation between mother-reported English proficiency and children's reading achievement, but not math. Results were evident even after key family and child characteristics were controlled. Practice or Policy: Findings suggest that Mexican American children's early education and development may be enriched by family literacy programs that enhance their mothers' English proficiency and increase the frequency of home literacy activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10