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Mexican mothers' English proficiency and children's school readiness: Mediation through home literacy involvement

Resource Type: Reports & Papers
Author(s): Baker, Claire E.
Date Issued: April, 2014
Description: Home literacy involvement (e.g., shared book reading) has been linked to enhanced cognitive development and school readiness during early childhood. Furthermore, precursory reading and math skills are key predictors of high school achievement. This study examined prospective relations between Mexican mothers' English proficiency, their home literacy involvement, and their children's school readiness (i.e., preschool reading and math scores). A large, nationally representative sample of preschool-age Mexican American children (N = 826) was used to test a theoretically derived path analysis that demonstrated that mother-reported home literacy involvement mediated the relation between mother-reported English proficiency and children's reading achievement, but not math. Results were evident even after key family and child characteristics were controlled. Practice or Policy: Findings suggest that Mexican American children's early education and development may be enriched by family literacy programs that enhance their mothers' English proficiency and increase the frequency of home literacy activities. (author abstract)
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Journal Title: Early Education and Development
Volume Number: 25
Issue Number: 3
Page Range: 338-355
Topics: Children & Child Development > Child Development & School Readiness

Parents & Families > Involvement In Child Care & Early Education > Parent-Child

Parents & Families > Parent/Family Characteristics > Native Language
Country: United States
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
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