This study examined African American (AA) caregivers beliefs about their childrens language-literacy development and their book reading behaviors with their children as a function of socioeconomic status (SES). Caregivers behaviors were examined before, during, and after a three-day caregiver training program that targeted four behaviors (i.e., tracking print, reference to print, text to life, and interpretations). Participants were 20 caregiver-child dyads classified as Low-SES (LSES) or Middle-SES (MSES) based on the caregivers level of education. Children were typically developing girls between the ages of four and five years.
At pre-test, the two groups of caregivers differed in some of their beliefs about childrens language-literacy development. They also were similar in the length of their book reading sessions, in their use of tracking print, text to life, and reference to print behaviors, but the MSES group produced more interpretations and other book reading comments than the LSES group.
During training and at post-test, both groups increased the length of their book reading sessions and their use of all targeted behaviors. Nevertheless, the MSES groups book reading sessions were longer and they produced more target behaviors than the LSES group. The MSES group also incorporated more facilitative language behaviors that were not targeted in the training into their book reading sessions than the LSES group.
Correlations between the caregivers behaviors and beliefs at pre-testing were positive but low in magnitude. Correlations were higher at post-test, but did not reach a level of statistical significance.
Findings demonstrate the appropriateness of book reading as a caregiver training target for AA caregivers because both groups were able to increase the length of their book reading sessions, and within these sessions, increase their ability to use a number of behaviors that are known to facilitate child language-literacy development. Nevertheless, the findings show that variability exists within AA caregivers as a function of SES. This variability is related to some of their beliefs about childrens language-literacy development and their ability to utilize training to enrich their book reading with their children. Clinicians should consider this variability when designing caregiver training programs for diverse groups of AA caregivers.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-11122010-113434 |
| Date | 16 November 2010 |
| Creators | Morris, Lekeitha Renee' |
| Contributors | Norris, Janet, Pierce, Sarah, Gansle, Kristin, Oetting, Janna B., Hoffman, Paul |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-11122010-113434/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
Page generated in 0.011 seconds