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The Relationship Among Socioeconomic Status, Education, and Maternal Book-Sharing Practices
National Conference on Undergraduate Research; University of Montana - Missoula, 2010
  • Jessica Shaw, Utah State University
  • Allisa Blackburn, Utah State University
Document Type
Poster
Publication Date
1-1-2010
Creative Commons License
Creative Commons Attribution-Noncommercial 3.0
Faculty Mentor
Sandra Gillam and Lisa Boyce
Funding Agency
EIRI, ComD
Abstract

Studies have shown that maternal book reading strategies in the toddler years impacts language and emergent literacy in the preschool years (Roberts, Jurgens, Burchinal, 2005). Certain forms of linguistic input, including the use of complex syntax and vocabulary, have been shown to be associated with better language and literacy outcomes for children. There is some research that suggests that parents from low income (SES), low education homes use fewer words and less complex vocabulary and syntax during book reading than parents from high SES, mid-high education homes (Horton-Ikard & Ellis Weisner, 2007) although results are mixed. More research is necessary to disentangle the effects of SES and education from the kinds of linguistic input parents use with their children.

Citation Information
Jessica Shaw and Allisa Blackburn. "The Relationship Among Socioeconomic Status, Education, and Maternal Book-Sharing Practices" National Conference on Undergraduate Research; University of Montana - Missoula, 2010 (2010)
Available at: http://works.bepress.com/jessica_shaw/1/