Fathers' and mothers' language acculturation and parenting practices: Links to Mexican American children's academic readiness

Resource Type: Reports & Papers
Author(s): Baker, Claire E.
Date Issued: March, 2018
Description: This study used a family-centered ecological lens to examine predictive relations among fathers' and mothers' language acculturation, parenting practices, and academic readiness in a large sample of Mexican American children in preschool (N = 880). In line with prior early childhood research, parent language acculturation was operationalized as fathers' and mothers' English proficiency and primary language used in the home. Parenting was operationalized as fathers' and mothers' participation in home learning stimulation (e.g. shared book reading). Analyses showed that, after controlling for demographics, fathers' and mothers' primary language in the home predicted children's reading achievement and fathers' and mothers' English proficiency predicted children's math achievement. Furthermore, maternal home learning stimulation made a unique contribution to children's reading achievement after the influence of parent language acculturation was accounted for, underscoring the importance of home learning stimulation for strengthening Mexican American children's reading skills prior to school entry. (author abstract)
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Journal Title: Journal of Early Childhood Research
Volume Number: 16
Issue Number: 1
Page Range: 52-64
Topics: Children & Child Development > Child Development & School Readiness

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

Parents & Families > Parent/Family Characteristics > Race/Ethnicity
Country: United States
ISSN: 1476-718X Paper
1741-2927 Online
Peer Reviewed: yes
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Related Datasets

Early Childhood Longitudinal Study: Birth Cohort, 2001-2002, Kindergarten Data [United States]


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