TY - JOUR
T1 - Mother-child bookreading in low-income families
T2 - Correlates and outcomes during the first three years of life
AU - Raikes, Helen
AU - Luze, Gayle
AU - Brooks-Gunn, Jeanne
AU - Raikes, H. Abigail
AU - Pan, Barbara Alexander
AU - Tamis-LeMonda, Catherine S.
AU - Constantine, Jill
AU - Tarullo, Louisa Banks
AU - Rodriguez, Eileen T.
PY - 2006
Y1 - 2006
N2 - About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English-speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English-speaking children and daily reading at any 1 data point for Spanish-speaking children predicted children's language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children's vocabulary.
AB - About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English-speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English-speaking children and daily reading at any 1 data point for Spanish-speaking children predicted children's language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children's vocabulary.
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U2 - 10.1111/j.1467-8624.2006.00911.x
DO - 10.1111/j.1467-8624.2006.00911.x
M3 - Review article
C2 - 16942498
AN - SCOPUS:33746365821
SN - 0009-3920
VL - 77
SP - 924
EP - 953
JO - Child development
JF - Child development
IS - 4
ER -