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Exploring the complex nature of shared reading interactions in Latinx families

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

Session Type: Paper Symposium

Abstract

Increasing evidence suggests that shared reading is important for children’s language and literacy development (e.g., Bus et al., 1995), yet Latinx families seem to read less to their children (e.g., Boyce et al., 2004). The overall aim of this symposium is to probe how demographic factors and beliefs about language and reading vary across Latinx families in the U.S. and how they relate to shared book reading practices and consequently, the implications for children’s language and literacy outcomes. While studies tend to treat Latinos a monolithic group, there is much variability in their characteristics, which could affect their reading beliefs and practices. By using different surveys to measure beliefs, language, and demographic factors, the first three papers explore how these relate to literacy practices. The last paper observed the frequency and type of questions Latinx mothers asked during reading and their relation to children’s language and cognitive skills. Together, they present a novel perspective on the complexity and variability of reading interactions among Latinx families, which are influenced not only by SES, but also by parents’ beliefs about bilingualism, language use and proficiency, and literacy levels. The importance of considering cultural beliefs about shared reading cannot be emphasized enough, especially when the number of Latinx children in the U.S. continues to increase. Understanding reading interactions in Latinx families, their beliefs and misconceptions, and their demographic characteristics is critical to develop culturally sensitive interventions to offer families the support they need to help their children thrive in school.

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