Abstract of

Maternal Reading and Teaching Patterns: Associations With School Readiness in Low-Income African American Families

Pia Rebello Britto, Child Study Center, Yale University, New Haven, Connecticut

Jeanne Brooks-Gunn, Teachers College and College of Physicians and Surgeons, Columbia University, New York

Terri M. Griffin, Manhattanville College, Purchase, New York

This study explored the congruence in reading and teaching patterns of low-income, young African American mothers while interacting with their preschool-age children in their homes (N=126). Survey and standardized test data were collected on maternal education and language ability, and videotape data were collected, transcribed, and coded on shared book-reading and puzzle-solving sessions, using validated coding procedures. Two reading patterns (Story-Readers and Story-Tellers) and three teaching patterns (Low Support and Low Teaching; Support and Low Teaching; and Support and Teaching) were identified based on maternal verbal and nonverbal interactions during these sessions. Children whose mothers were identified as Story-Tellers and the Support and Teaching group of mothers had better language skills than children whose mothers were not in these groups, controlling for maternal education and verbal skills.

Abstract from Britto, P., Brooks-Gunn, J., & Griffin, T.M. (2006, January/February/March). Maternal Reading and Teaching Patterns: Associations With School Readiness in Low-Income African American Families. Reading Research Quarterly, 41(1), 68–89. doi: 10.1598/RRQ.41.1.3