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Factors Contributing to Parent-Child Bookreading among Latinx Families in the U.S.

Thu, April 8, 11:35am to 1:05pm EDT (11:35am to 1:05pm EDT), Virtual

Abstract

Parent-child bookreading is believed to be a key context for promoting language development and early literacy. Research has shown that low-income Latino families have fewer books in their homes and read less frequently to their children than middle-class European-American families (Boyce et al., 2004; Raikes et al., 2006; Reese and Gallimore, 2000). However, the reasons for these differences are not well understood. Explanatory models of parent-child reading developed for European American families suggest that maternal literacy, parental attitudes about reading with children, and availability of books help explain differences in the quantity and quality of shared reading with young children (DeBaryshe, 1995; Green et al., 2009). Here, we examine the extent to which these factors contribute to differences in shared bookreading among Latino families in the U.S. We also expand on this explanatory model by investigating the influence of parents’ beliefs about bilingualism and parental literacy in both English and Spanish.
Participants were 106 parents (95 mothers, 11 fathers) of children between 1-3 years of age who were recruited from the waiting room of a pediatric clinic serving a high proportion of low-income families. All participants identified as Hispanic or Latino. Parents completed an interview that asked about their beliefs about bilingualism (Bilingual Attitudes Survey), their beliefs about reading with children (adapted from the Parental Reading Beliefs Inventory; DeBaryshe & Binder, 1994) and their shared reading practices (StimQ; Dreyer, Mendelsohn & Tamis-LeMonda, 1996), as well as a survey about family sociodemographic characteristics and self-reported literacy (reading and writing) in English and Spanish.
The majority of parents (74%) reported they had started reading with their children, and 53% spontaneously mentioned bookreading among their three favorite activities to do with their child. However, only 22% of parents read with their child daily (5-7 days/week), while the majority read 1-3 days per week. As in previous studies, parental level of education and literacy in English were associated with shared reading practices (r=.37, p<.001 and r=.21 p<.05, respectively). Interestingly, self-reported literacy in Spanish was not associated with shared reading practices (r = -.16, p=.12). Parental beliefs about reading with young children were also associated with the quantity and quality of shared reading (r=.30, p<.01). However, this association was present only for mothers with higher levels of education (Fig. 1). In addition, parents who endorsed higher concerns about bilingualism (e.g., “Hearing two languages can be confusing and difficult for children.”) read with their children less often than those who endorsed fewer concerns (r=.21, p<.05), and this relationship was stronger for parents with higher English literacy and lower Spanish literacy (Fig. 2). Finally, the number of books at home, particularly the number of Spanish or bilingual books, was associated with the quality of shared bookreading (r=.34, p<.05).
These findings demonstrate substantial heterogeneity in shared reading practices among Latino families, which are associated with parental education, literacy in English, and beliefs about reading and about bilingualism. Understanding factors that contribute to literacy practices in Latino families is important for supporting early literacy in Latino children.

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