CoChat
Sign Up
Cited by 713Reading and Literacy DevelopmentLanguage Development and DisordersEarly Childhood Education and Development

The DOI matches its Crossref record; 68 of the 69 references it cites were found in a registry or an index.

Mother–Child Bookreading in Low-Income Families: Correlates and Outcomes During the First Three Years of Life

Open access
Raikes, Helen, Alexander Pan, Barbara, Luze, Gayle, Tamis-LeMonda, Catherine S, Brooks-Gunn, Jeanne, Constantine, Jill, Banks Tarullo, Louisa, Abigail Raikes, H, Rodriguez, Eileen T·2006·Child Development
DOI 10.1111/j.1467-8624.2006.00911.x
Open this paper in CoChat — free accountOpen PDF

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.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1111/j.1467-8624.2006.00911.x

Cites

68 of 68 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 69 references

Research works printed but not linked: 20

  1. Administration for Children and Families (ACF), 2002, A descriptive study of Head Start families: FACES 1997 (Tech Rep. I)
  2. Administration for Children and Families (ACF), 2002, Making a difference in the lives of infants and toddlers and their families: The impacts of Early Head Start
  3. Administration on Children, Youth and Families (ACYF), 2001, Building their futures: How Early Head Start programs are enhancing the lives of infants and toddlers in low-income families
  4. Anderson, 1980, Low-income preschool literacy experiences, The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 2, 59
  5. Britto, 2001, Beyond shared book reading, New Directions of Child Development, 92, 71
  6. Britto, 2002, Childrearing in America: Challenges facing parents with young children, 117
  7. Brooks-Gunn, 1993, Enhancing the development of low birthweight, premature infants, Child Development, 64, 736, 10.2307/1131215 · DOI
  8. Clay, 1979, Reading: Patterning of complex behavior
  9. De Temple, 2003, On reading books to children: Teachers and parents, 16
  10. Dunn, 1986, Examiner's manual for the Test de Vocabulario en Images Peabody (Peabody Picture Vocabulary Test) Adaptacion Hispanoamericana (Hispanic American adaptation)
  11. Garcia-Coll, 1995, Handbook of parenting: Vol. 2. Biology and ecology of parenting, 189
  12. National Academy of Education, Commission on Reading, 1985, Becoming a nation of readers
  13. Nord, 1999, Home literacy activities and signs of children's emergent literacy 1993 and 1999 (NCES Publication No. 2000-026 Rev.)
  14. Sanson, 1995, Handbook of parenting: Vol. 4: Social conditions and applied parenting, 299
  15. Snow, 1987, Toegepaste Taalwetenschap in Artikelen, Special 2, 123
  16. Snow, 1986, Emergent literacy: Reading and writing, 116
  17. Teale, 1986, Emergent literacy: Writing and reading, 173
  18. Woodcock, 1990, Woodcock–Johnson Psychoeducational Battery—revised
  19. Woodcock, 2001, Woodcock–Muñoz Language Survey: Normative update, English form
  20. Woodcock, 2001, Woodcock–Muñoz Language Survey: Normative update, Spanish form

Cited by

Sorted by citations

Items 301–400 of 713

Related

See all

Metadata

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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review