Maternal mediation in book reading, home literach environment and children's emergent literacy

Korat, O.

The researchers addressed two questions: (1) Does maternal reading mediation
and family home literacy environment (HLE) relate to childrens emergent literacy (EL)
level? and (2) Do the relationships among these variables differ as a function of socioeconomic
strata (SES) level. A total of 94 5-6-year-old children, 47 from low SES (LSES)
and 47 from high (HSES) families, and their mothers participated. Mother-child interactions
while reading an unfamiliar book were videotaped and their verbal expressions
were coded for extracting maternal mediation level. Childrens independent EL level was
assessed prior to the interaction. Compared with the LSES group, HSES children showed
higher EL levels and their homes had a richer literacy environment. Maternal mediation
level differed by SES: LSES mothers paraphrased text more often; HSES mothers higher
mediation level included a discussion of the written system and making connections
beyond the text. In the HSES group, maternal mediation level and HLE related to
childrens EL; no such relationships appeared in the LSES group. Results are discussed in
terms of childrens socio-economic background and their reading experiences. Implications
for researchers and educational practices about the relationships between childrens
literacy development, SES, HLE, and parental mediation are discussed

Korat, O., Klein, P.S., & Segal-Drori, O. (2007).

Maternal mediation in book reading, home literacy environment and children's emergent literacy: a comparison between two social groups. Reading and Writing, 20 (4), 361-398. 

Last Updated Date : 04/12/2022