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Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary
Journal article   Peer reviewed

Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary

Jorge E. Gonzalez, Sandra Acosta, Heather Davis, Sharolyn Pollard-Durodola, Laura Saenz, Denise Soares, Nora Resendez and Leina Zhu
Early education and development, Vol.28(1), pp.78-95
01/02/2017
DOI: https://doi.org/10.1080/10409289.2016.1185885
Web of Science ID: WOS:000390898100005

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Abstract

Research Findings: This study investigated the association between Mexican American maternal education and socioeconomic status (SES) and child vocabulary as mediated by parental reading beliefs, home literacy environment (HLE), and parent-child shared reading frequency. As part of a larger study, maternal reports of education level, SES, HLE, and reading beliefs along with child expressive and receptive vocabulary were collected for 252 mothers and their preschool children from 2 demographically similar school districts in 1 county. Correlations were moderate and positive, with higher levels of maternal education related to family income, HLE, book availability, and children's expressive and receptive vocabulary. Consistent with long-standing evidence, maternal education and SES were predictors of children's vocabulary, albeit indirectly through maternal reading beliefs, HLE, and reading frequency. Practice or Policy: Findings extend current knowledge about specific pathways through which social class variables impact children's language. Policy implications, directions for future research, and study limitations are noted.

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