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Mother–Child Bookreading in Low-Income Families: Correlates and Outcomes During the First Three Years of Life
Open accessAbstract
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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“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]
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In the citing paper
“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]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
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“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]
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In the citing paper
“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]
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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
- 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
- bronze
- doi.org
- 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 ›
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