Does an intervention program for LSES mothers will promote their home literacy environment and beliefs about book reading to their child? (Hebrew)

The current study explored whether an intervention program on shared book reading for mothers from a low socio-economic-status (LSES) will promote home literacy environment (HLE) and maternal beliefs about the importance of reading books to their child. We hypothesized that:(1) due to the intervention program, (a) the HLE and (b) maternal beliefs about the importance of reading books to their child will improve in the intervention group, compared to mothers from the control group. (2) that the intervention will contribute to HLE and maternal beliefs about the importance of reading books to their child, more than maternal SES level. The participants were 49 mothers from a LSES and their 3- to 5-year-old children. They were randomly assigned to intervention (N=26) or control groups (N=23). Prior to the intervention, all the mothers and children were videorecorded during a shared book reading activity. Following this, they received the book to read at home. Mothers completed online questionnaire to check background information, HLE and maternal beliefs about the importance of reading books to their child. All the mothers who participated in the study took the book home, and they were advised to read it to their child three times a week. During the intervention stage, only the intervention group received training for book reading, which took place over three weeks. In the first week, the researcher met face-to-face with each mother. They were presented with PP presentation about the importance of shared reading for promoting children’s language, understanding of the story plot, and understanding of socio-emotional aspects. In the next two weeks, mothers received a presentation and animated video via WhatsApp, which demonstrated and supported the training that was presented. The control group received a reminder via WhatsApp once each week for three weeks, which recommended, that they read the book they received to their child three times per week. Following the intervention phase, mothers and children were recorded reading the same book that they read prior to the intervention. At the end, the mothers filled out questionnaires, which were sent to them online, about HLE, and their beliefs about reading books to their children.

Findings showed a significant improvement in HLE level of the intervention and the control groups. Despite this, there was an improvement only in the intervention group in several measures of maternal beliefs about the importance of book reading to children. Regression analyzes showed that HLE level was contributed by both the intervention in the experimental group and by family SES, but SES had a greater contribution. The discussion delves into the study’s results and limitations and presents potential future research and educational implications.

Key word: Home literacy environment, maternal beliefs, low socio-economic status.