Mexican American Mothers of Low and Middle Socioeconomic Status: Communication Behaviors and Interactive Strategies During Shared Book Reading Purpose The aim of this investigation was to describe and compare the communication behaviors and interactive reading strategies used by Mexican American mothers of low- and middle-socioeconomic status (SES) background during shared book reading. Method Twenty Mexican American mother–child dyads from the Southwestern United States were observed during ... Research Article
Research Article  |   July 01, 2009
Mexican American Mothers of Low and Middle Socioeconomic Status: Communication Behaviors and Interactive Strategies During Shared Book Reading
 
Author Affiliations & Notes
  • Barbara L. Rodríguez
    The University of New Mexico, Albuquerque
  • Rachel Hines
    Direct Therapy Services, Las Cruces, NM
  • Miguel Montiel
    Progressus Therapy, Albuquerque, NM
  • Contact author: Barbara Rodriguez, University of New Mexico, Department of Speech & Hearing Sciences, 901 Vassar N.E., Albuquerque, NM 87131. E-mail: brodrig@unm.edu.
Article Information
Development / Cultural & Linguistic Diversity / Normal Language Processing / Research Articles
Research Article   |   July 01, 2009
Mexican American Mothers of Low and Middle Socioeconomic Status: Communication Behaviors and Interactive Strategies During Shared Book Reading
Language, Speech, and Hearing Services in Schools, July 2009, Vol. 40, 271-282. doi:10.1044/0161-1461(2008/07-0053)
History: Received July 23, 2007 , Revised January 7, 2008 , Accepted September 12, 2008
 
Language, Speech, and Hearing Services in Schools, July 2009, Vol. 40, 271-282. doi:10.1044/0161-1461(2008/07-0053)
History: Received July 23, 2007; Revised January 7, 2008; Accepted September 12, 2008
Web of Science® Times Cited: 5

Purpose The aim of this investigation was to describe and compare the communication behaviors and interactive reading strategies used by Mexican American mothers of low- and middle-socioeconomic status (SES) background during shared book reading.

Method Twenty Mexican American mother–child dyads from the Southwestern United States were observed during two book reading sessions. The data were coded across a number of communication behavior categories and were analyzed using the Adult/Child Interactive Reading Inventory (ACIRI; A. DeBruin-Parecki, 1999  ).

Results Mexican American mothers used a variety of communication behaviors during shared book reading with their preschool children. Significant differences between the SES groups regarding the frequency of specific communication behaviors were revealed. Middle-SES mothers used positive feedback and yes/no questions more often than did low-SES mothers. Mexican American mothers also used a variety of interactive reading strategies with varying frequency, as measured by the ACIRI. They enhanced attention to text some of the time, but rarely promoted interactive reading/supported comprehension or used literacy strategies. There were no significant differences between the SES groups regarding the frequency of interactive reading strategies.

Conclusion Parent literacy programs should supplement Mexican American mothers' communication behaviors and interactive reading strategies to improve effectiveness and participation.

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