Children’s Preliteracy Skills: Influence of Mothers’ Education and Beliefs About Shared-Reading Interactions

Stephanie M. Curenton and Laura M. Justice
This study examines the associations between children's preliteracy skills and their mothers' educational backgrounds and beliefs about shared-reading interactions

This study investigated the connections between children’s preliteracy skills, their mothers’ education, and their mothers’ beliefs about parent-child reading interactions. Children with more educated mothers performed betters on tasks assessing their preliteracy skills than did children with less educated mothers. However, while more educated mothers had higher ratings on a measure of parental beliefs about parent-child reading interactions than less educated mothers, both groups of mothers reported a similar frequency of home literacy practices. Implications for practice based on these results are found in an article from Early Education and Development, Volume 19, Issue 2.

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