Mothers' helping behaviors during children's at-home oral-reading practice: Effects of children's reading ability, children's gender, and mothers' educational level.

• Diane H. Tracey ^[1] ; John W. Young ^[2]
  1. [1] Kean University

     Kean University

     Township of Union, Estados Unidos

     
  2. [2] University of Nebraska–Lincoln

     University of Nebraska–Lincoln

     Estados Unidos

     
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 94, Nº. 4, 2002, págs. 729-737
• Idioma: inglés
• DOI: 10.1037/0022-0663.94.4.729
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• Resumen

  • To investigate the popular recommendation that children practice reading aloud at home, the conversations of 76 3rd graders reading to their mothers were audiotaped, transcribed, and coded. Conversations between below-average readers and their mothers were marked by the frequent use of error corrections. High-school-educated mothers made significantly more error corrections than did college-educated mothers, despite equal numbers of above-average and below-average readers in each group. High-school-educated mothers made significantly more comments than did college-educated mothers. College-educated mothers asked significantly more questions, including high-level questions, than did high-school-educated mothers. Girls spoke more during the conversations than did boys. Text difficulty effects are underscored, and practical implications are presented. (PsycINFO Database Record (c) 2016 APA, all rights reserved)