Document Type
Poster
Publication Date
2010
Journal/Book Title/Conference
National Conference on Undergraduate Research; University of Montana - Missoula, 2010
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 3.0 License
Faculty Mentor
Sandra Gillam and Lisa Boyce
Exhibition Venue
National Conference on Undergraduate Research
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.
Recommended Citation
Shaw, Jessica and Blackburn, Allisa, "The Relationship Among Socioeconomic Status, Education, and Maternal Book-Sharing Practices" (2010). National Conference on Undergraduate Research; University of Montana - Missoula, 2010. Browse All Undergraduate research. Paper 8.
https://digitalcommons.usu.edu/undergrad_research/8