Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary

Authors

Jorge E. Gonzalez, University of Houston
Sandra Acosta, Texas A&M University
Heather Davis, Texas A&M University
Sharolyn Pollard-Durodola, University of Nevada, Las Vegas
Laura Saenz, The University of Texas-Rio Grande Valley
Denise Soares, The University of Mississippi
Nora Resendez, The University of Texas-Rio Grande Valley
Leina Zhu, University of HoustonFollow

Document Type

Article

Publication Date

6-17-2016

Publication Title

Early Education and Development

Volume

28

Issue

1

First page number:

78

Last page number:

95

Abstract

This study investigated the association between Mexican American maternal education and socioeconomic status (SES) and child vocabulary as mediated by parental reading beliefs, home literacy environment (HLE), and parent–child shared reading frequency. As part of a larger study, maternal reports of education level, SES, HLE, and reading beliefs along with child expressive and receptive vocabulary were collected for 252 mothers and their preschool children from 2 demographically similar school districts in 1 county.

Repository Citation

Gonzalez, J. E., Acosta, S., Davis, H., Pollard-Durodola, S., Saenz, L., Soares, D., Resendez, N., Zhu, L. (2016). Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary. Early Education and Development, 28(1), 78-95.
http://dx.doi.org/10.1080/10409289.2016.1185885