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Cited by 713Reading and Literacy DevelopmentLanguage Development and DisordersEarly Childhood Education and Development

Mother–child bookreading in low-income families: correlates and outcomes during the first three years of life

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Raikes, Helen, Alexander Pan, Barbara, Luze, Gayle, Tamis-LeMonda, Catherine S, Brooks-Gunn, Jeanne, Constantine, Jill, Banks Tarullo, Louisa, Abigail Raikes, H +1 more·2006·Child Development
DOI 10.1111/j.1467-8624.2006.00911.x
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Abstract

About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English-speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English-speaking children and daily reading at any 1 data point for Spanish-speaking children predicted children's language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children's vocabulary.

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  • Early parent-child book sharing and positive literacy outcomes are reciprocally related, with benefits accumulating over development.

    “In this way, early parent–child book sharing and positive literacy outcomes are thought to be reciprocally related, with a “snowballing” effect in which benefits accumulate and gain momentum throughout child development [106,107].”

    From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [107]

    The ‘Reading and Children's Language and Cognitive Development’ section (page unavailable) describes a reciprocal, ‘snowball’-like relationship in which reading and vocabulary growth gather momentum. But the study follows children only through 36 months; it does not establish that benefits accumulate throughout child development. (LLM, conf=0.84)

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  • Book sharing facilitates interest in reading and advanced language skills, which in turn influence continued engagement in reading, school readiness, and academic achievement.

    “Book sharing facilitates interest in reading and advanced language skills, which, in turn, influence continued engagement in reading activities, enhanced school readiness, and childhood academic achievement [106,107].”

    From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [107]

    The Bookreading and Children’s Language and Cognitive Development section (page unavailable) links shared bookreading with vocabulary development and positive attitudes toward reading. The Reading and Children’s Language and Cognitive Development section (page unavailable) describes a possible cycle of vocabulary gains and more reading, but cautions that the study cannot establish the direction of influence. The cited passages do not establish that this cycle improves school readiness or academic achievement, and the claim states the relationships more causally than the paper does. (LLM, conf=0.87)

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  • Lower SES children and families have increased risk for dental caries, other health concerns, and lower levels of school readiness and academic achievement.

    “studies have shown increased risk for dental caries, other health concerns, and lower levels of school readiness and academic achievement in lower SES children and families [1,97,107].”

    From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [107]

    The Abstract (page not supplied) describes low-income children as at risk for academic and reading failure and reports early language and cognitive delays. It does not address dental caries or other health concerns, and it does not directly assess school readiness or later academic achievement. (LLM, conf=0.88)

    Experimental — accuracy not yet measured

  • A bedtime routine that includes appropriate nutrition, hygiene, and communication-related activities may be critical in health promotion for lower SES children.

    “A bedtime routine that includes appropriate nutrition, hygiene, and communication-related activities may be critical in health promotion for these children, given that studies have shown increased risk for dental caries, other health concerns, and lower levels of school readiness and academic achievement in lower SES children and families [1,97,107].”

    From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [107]

    The paper’s opening discussion reports that low-income children are at risk for academic and reading failure and describes links between shared bookreading and early language and cognitive development. It does not address bedtime routines, nutrition, hygiene, dental caries, or health promotion; those parts of the citing sentence are not supported by this source. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

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Cites

Flagged first, then by citations

1 of the 69 references couldn’t be matched to a known paper.

Research works printed but not linked: 10

  1. [3]3. Anderson, A. B., Teale, W. H., & Estrada, E. (1980). Low-income preschool literacy experiences: Some naturalistic observa- tions. The Quarterly Newsletter of the Laboratory of Com- parative Human Cognition, 2, 59-65.
  2. [12]12. Caldwell, B., & Bradley, R. (1984). Home observation for mea- surement of the environment: Administration manual, revised edition. Unpublished manuscript, Little Rock: University of Arkansas.
  3. [13]13. Clay, M. M. (1979). Reading: Patterning of complex behavior (2nd ed.). Auckland, New Zealand: Heinemann.
  4. [17]17. Deckner, D. (2002, April). Direct and indirect effects of reading practices on infant language development. Poster session presented at the International Conference on Infant Studies, Toronto, Canada.
  5. [22]22. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.), On read- ing books to children: Teachers and parents (pp. 16-36).
  6. [25]25. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabu- lary Test (3rd ed.). Circle Pines, MN: American Guidance Service.
  7. [63]63. Snow, C. E. (1987). Factors infl uencing vocabulary and read- ing achievement in low-income children. In R. Appel (Ed.), Toegepaste Taalwetenschap in Artikelen, Special 2 (pp. 123- 128). Amsterdam: Anéla.
  8. [66]66. Snow, C. E., Burns, M. S., & Griffi n, P. (1998). Preventing read- ing diffi culties in young children. Washington, DC: National Academy Press.
  9. [67]67. Snow, C. E., & Goldfi eld, B. A. (1983). Turn the page please: Situation-specifi c language learning. Journal of Child Lan- guage, 10, 551-569.
  10. [68]68. Snow, C. E., & Ninio, A. (1986). The contracts of literacy: What children learn from learning to read books. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Reading and writing (pp. 116-138). Norwood, NJ: Ablex.

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Authors
Raikes, H., Alexander Pan, B., Luze, G., Tamis-LeMonda, C. S., Brooks-Gunn, J., Constantine, J., Banks Tarullo, L., Abigail Raikes, H., & Rodriguez, E. T.
Affiliations
  • University of Nebraska-Lincoln
  • Harvard Graduate School of Education
  • Iowa State University (US)
  • New York University
  • Columbia University
  • Mathematica Policy Research (US)
  • Mathematica Policy Research Inc
  • New York University (US)
Venue
Child Development
Publisher
Oxford University Press (OUP)
Published
2006-07-01
Volume
77
Issue
4
Pages
924-953
ISSN
  • 0009-3920 (ISSN-L)
  • 1467-8624
DOI
10.1111/j.1467-8624.2006.00911.x
OpenAlex
W2168995526
Cited by
713
References
69
Citations by year
2026: 16 · 2025: 20 · 2024: 26 · 2023: 29 · 2022: 48 · 2021: 36 · 2020: 56 · 2019: 39 · 2018: 69 · 2017: 31 · 2016: 38 · 2015: 38 · 2014: 52 · 2013: 47 · 2012: 39
FWCI
35.65
Type
journal article
Language
en
Open access
Licence
Locations
  • Child Development (publishedVersion)
  • PubMed (publishedVersion)
  • Lincoln (University of Nebraska) (submittedVersion)
  • RePEc: Research Papers in Economics (submittedVersion)
Funders
  • U.S. Department of Health and Human Services (105‐95‐1936)
  • Utah State University
  • University of Missouri
  • Harvard University
  • Michigan State University
  • University of Washington
  • University of Pittsburgh
  • University of South Carolina
  • Iowa State University
  • York University
  • College of Engineering, Michigan State University
  • University of California, Los Angeles
  • U.S. Public Health Service (105-95-1936)
  • School of Nursing, University of Washington
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
low-income households, early childhood language development, vocabulary development, cognitive development, maternal education, Early Head Start, firstborn children, language minority children, Spanish-speaking children, reciprocal effects
MeSH terms
Aptitude, Birth Order, Black or African American, Child, Preschool, Educational Status, Female, Hispanic or Latino, Humans, Infant, Language Development, Male, Mother-Child Relations, Poverty, Reading, Sex Factors, Statistics as Topic, Vocabulary, Early Intervention, Educational, Black People, White People

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