Mexican American Mothers of Low and Middle Socioeconomic Status: Communication Behaviors and Interactive Strategies during Shared Book Reading

• Published in: Language, speech & hearing services in schools Vol. 40; no. 3; pp. 271 - 282
• Main Authors: Rodriguez, Barbara L, Hines, Rachel, Montiel, Miguel
• Format: Journal Article
• Language: English
• Published: United States American Speech-Language-Hearing Association (ASHA) 01-07-2009
• Subjects: Adult; Child, Preschool; Communication; Feedback (Response); Female; Humans; Infant; Interpersonal Communication; Male; Maternal Behavior; Mexican Americans; Mexican Americans - psychology; Mother-Child Relations - ethnology; Mothers; Mothers - psychology; Multivariate Analysis; Preschool Children; Reading; Reading Aloud to Others; Reading Strategies; Reproducibility of Results; Social Differences; Socioeconomic Factors; Socioeconomic Status; United States; United States (Southwest); United States
• ISSN: 0161-1461
• DOI: 10.1044/0161-1461(2008/07-0053)

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.