The Relationship between Maternal Beliefs and Behavior during Shared Reading

Autor/inn/en	Meagher, Susan M.; Arnold, David H.; Doctoroff, Greta L.; Baker, Courtney N.
Titel	The Relationship between Maternal Beliefs and Behavior during Shared Reading
Quelle	In: Early Education and Development, 19 (2008) 1, S.138-160 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Mothers; Gender Differences; Reading Aloud to Others; Young Children; Predictor Variables; Parent Child Relationship; Correlation; Reading Motivation; Parent Attitudes; Parents as Teachers + Suchen Sie Ihr Suchwort? Mother; Mutter; Geschlechterkonflikt; Frühe Kindheit; Prädiktor; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Korrelation; Lesemotivation; Elternverhalten
Abstract	The goal of the present study was to increase understanding of the connection between maternal beliefs and behavior during shared reading and to examine the relation of these maternal beliefs to children's reading engagement. The study included survey and observational data from an ethnically diverse sample of 50 mothers and their 5- to 6-year-old children. As predicted, mothers who believed that shared reading should involve learning showed more learning-focused behaviors. Similarly, the belief that reading should be fun predicted more positive interactions. Some relationships between beliefs and behavior were moderated by gender. For girls, higher maternal expectations for children's future reading grades were associated with better scaffolding, but this pattern was not found for boys. There was a positive relationship between mothers' belief that reading should be fun and their sons' engagement. No gender differences were found in maternal expectations and beliefs or in observed maternal learning-focused behaviors or positive support. However, girls were observed to be significantly more engaged during the reading interaction. These results point to the connections between maternal beliefs and behaviors during shared reading, as well as the need to consider child gender in understanding these connections. (Contains 3 tables and 3 figures.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10