Sharing Books and Learning Language: What do Latina Mothers and Their Young Children Do?

Early parenting beliefs and academic achievement: the mediating role of language

“…Considering the role of early parenting beliefs in later language development has important implications for both parent education and best start initiatives. This is especially important because we know that the quality of early parent-child interactions (i.e., when a child is prelinguistic) can be related to a child's developing language skill in significant ways (Boyce et al, 2004;Newland, Roggman, & Boyce, 2001;Newland, Roggman, Boyce, & Cook, 1998). Parental input is associated with not only structural aspects of a child's language, such as vocabulary and syntax (Barnes, Gutfreund, Satterly, & Wells, 1983;Huttenlocher, Haight, Bryk, Seltzer, & Lyons, 1991), but also the social-communicative aspects (Ely & Gleason, 1995).…”

Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges

“…Research comparing the frequency with which different groups of low-income parents read to their children suggests far lower rates for Hispanic as compared to non-Hispanic families (Boyce et al, 2004;O'Brien et al, 2002;Raikes et al, 2006;Yarosz & Barnett, 2001). This may be due in part to a traditional cultural emphasis on oral storytelling (Langer de Ramírez, 1996;McDowell, Herrera-Sobek, & Cortina, 1993;Reese, 2012).…”

“…Nonetheless, when coupled with the use of open-ended questions, print referencing, and other related activities, this activity seems to be useful for expanding young children's expressive and receptive vocabulary, print knowledge, and listening skills (Chrisler & Ling, 2011;Justice, Kaderavek, Fan, Sofka, & Hunt, 2009;Shanahan & Lonigan, 2010). Research suggests a strong correlation between the numbers of books in the home and family "scholarly culture" (Evans, Kelley, Sikora, & Treiman, 2010) as well as older students' scores on standardized measures of reading proficiency (Barton & Coley, 1992).Research comparing the frequency with which different groups of low-income parents read to their children suggests far lower rates for Hispanic as compared to non-Hispanic families (Boyce et al, 2004;O'Brien et al, 2002;Raikes et al, 2006;Yarosz & Barnett, 2001). This may be due in part to a traditional cultural emphasis on oral storytelling (Langer de Ramírez, 1996;McDowell, Herrera-Sobek, & Cortina, 1993;Reese, 2012).…”

Développement socioaffectif d’enfants immigrants de pays en développement : impact du programme ÉgALIté

“…Dans une synthèse portant sur la lecture conjointe, Scarborough et Dobrich (1994) soulignent l'importance d'une attitude positive du parent face à la lecture. En ce sens, les auteurs s'accordent généralement pour encourager l'implication active des parents dans les programmes d'intervention (Blok, Fukkink, Gebhardt, & Leseman, 2005;Boyce, Cook, Roggman, Innocenti, Jump, & Akers, 2004;Eamon, 2000;Lahaie, 2008 1. l'utilisation de techniques évocatrices qui encouragent la participation active de l'enfant dans la narration de l'histoire; 2. la rétroaction sous forme d'encouragements, de commentaires et de corrections; 3. l'adaptation progressive de l'adulte pour demeurer au même niveau ou à un niveau légèrement supérieur aux habiletés de l'enfant (Arnold & Whitehurst, 1994).…”

“…Les résultats d'études portant sur la lecture dialogique indiquent que celle-ci améliore le développement du langage chez les enfants de différentes origines culturelles (Boyce et al, 2004;Jiménez, Filippini, & Gerber, 2006;Valdez-Menchaca & Whitehurst, 1992;Whitehurst et al, 1994;Wing-Yin Chow & McBride-Chang, 2003). D'autres études ont par ailleurs montré que l'amélioration du langage chez les enfants diminue le risque de développer des difficultés sur le plan socioaffectif (Brinton & Fujiki, 1993;Foster, Lambert, Abbott-Shim, McCarty, & Fanze, 2005;Gallagher, 1993).…”