The effect of baby books on mothers' reading beliefs and reading practices

被引：11

作者：

Auger, Anamarie ^{[1
]}

Reich, Stephanie M. ^{[1
]}

Penner, Emily K. ^{[1
]}

机构：

[1] Univ Calif Irvine, Sch Educ, Irvine, CA 92697 USA

来源：

JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY | 2014年 / 35卷 / 04期

关键词：

Maternal reading beliefs; Reading practices; Baby book interventions; HOME LITERACY ENVIRONMENT; MATERNAL KNOWLEDGE; EMERGENT LITERACY; AFRICAN-AMERICAN; YOUNG-CHILDREN; INTERVENTION; ALOUD; CARE; PRESCHOOLERS; PREDICTORS;

D O I：

10.1016/j.appdev.2014.05.007

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The impact of a baby book intervention on promoting positive reading beliefs and increasing reading frequency for low-income, new mothers (n = 167) was examined. The Baby Books Project randomly assigned low-income, first-time mothers to one of three study conditions, receiving educational books, non-educational books, or no books, during pregnancy and over the first year of parenthood. Home-based data collection occurred through pregnancy until 18 months post-partum. Mothers who received free baby books had higher beliefs about the importance of reading, the value of having resources to support reading, and the importance of verbal participation during reading. The results showed that providing any type of baby books to mothers positively influenced maternal reading beliefs, but did not increase infant-mother reading practices. Maternal reading beliefs across all three groups were significantly associated with self-reported reading frequency when children were at least 12 months of age. (C) 2014 Elsevier Inc. All rights reserved.

引用

页码：337 / 346

页数：10

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