Hispanic Parents’ Beliefs and Practices During Shared Reading in English and Spanish

References

• Ackerman, D. J., & Tazi, Z. (2015). Enhancing young Hispanic dual language learners’ achievement: Exploring strategies and addressing challenges. ETS Research Report Series, 2015(1), 1–39. https://doi.org/10.1002/ets2.12045
   Google Scholar
• Anderson, J., Anderson, A., Lynch, J., & Shapiro, J. (2004). Examining the effects of gender and genre on interactions in shared book reading. Literacy Research and Instruction, 43(4), 1–20. https://doi.org/10.1080/19388070409558414
   PubMedGoogle Scholar
• Arredondo, M. M., Rosado, M., & Satterfield, T. (2016). Understanding the impact of heritage language on ethnic identity formation and literacy for US latino children. Journal of Cognition and Culture, 16(3–4), 245–266. https://doi.org/10.1163/15685373-12342179
   Google Scholar
• Assari, S., Akhlaghipour, G., Boyce, S., Bazargan, M., & Caldwell, C. (2020). Parental human capital and adolescents’ executive function: Immigrants’ diminished returns. Medical Research Archives, 8(10), 139–148. https://doi.org/10.18103/mra.v8i10.2235
   Google Scholar
• Audet, D., Evans, M. A., Williamson, K., & Reynolds, K. (2008). Shared book reading: Parental goals across the primary grades and goal–behavior relationships in junior kindergarten. Early Education & Development, 19(1), 112–137. https://doi.org/10.1080/10409280701839189
   Web of Science ®Google Scholar
• Austin, G., & Johnson, D. (2012). Hispanic or latino, which is correct? Profiles in Diversity Journal. http://www.diversityjournal.com/9724-hispanic-or-latino-which-is-correct/
   Google Scholar
• Avelar, D., Dore, R. A., Schwichtenberg, A. J., Roben, C. K., Hirsh-Pasek, K., & Golinkoff, R. M. (2022). Children and parents’ physiological arousal and emotions during shared and independent e-book reading: A preliminary study. International Journal of Child-Computer Interaction, 33, 100507.
   Google Scholar
• Baker, L., & Scher, D. (2002). Beginning readers’ motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23(4), 239–269. https://doi.org/10.1080/713775283
   Google Scholar
• Bedore, L. M., Peña, E. D., Collins, P., Fiestas, C., Lugo-Neris, M., & Barquin, E. (2023). Predicting literacy development and risk in Spanish-English bilingual first graders. Child Language Teaching & Therapy, 39(2), 135–149. https://doi.org/10.1177/02656590231166923
   Web of Science ®Google Scholar
• Benitez, V. L., Castellana, M., & Potter, C. E. (2022). How many palabras? Codeswitching and lexical diversity in Spanish-English picture books. Languages, 7(1), 69. https://doi.org/10.3390/languages7010069
   Google Scholar
• Bingham, G. E. (2007). Maternal literacy beliefs and the quality of mother-child book-reading interactions: Associations with children’s early literacy development. Early Education & Development, 18(1), 23–49. https://doi.org/10.1080/10409280701274428
   Google Scholar
• Boyce, L. K., Cook, G. A., Roggman, L. A., Innocenti, M. S., Jump, V. K., & Akers, J. F. (2004). Sharing books and learning language: What do latina mothers and their young children do? Early Education & Development, 15(4), 371–386. https://doi.org/10.1207/s15566935eed1504_2
   Google Scholar
• Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371–399. https://doi.org/10.1146/annurev.psych.53.100901.135233
   PubMed Web of Science ®Google Scholar
• Branum-Martin, L., Mehta, P. D., Carlson, C. D., Francis, D. J., & Goldenberg, C. (2014). The nature of Spanish versus English language use at home. Journal of Educational Psychology, 106(1), 181–199. https://doi.org/10.1037/a0033931
   Web of Science ®Google Scholar
• Bus, A. G., Van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21. https://doi.org/10.3102/00346543065001001
   Web of Science ®Google Scholar
• Cabrera, N. J., & Hennigar, A. (2019). The early home environment of latino children: Research synthesis. National Research Center on Hispanic Children & Families.
   Google Scholar
• Canfield, C. F., Seery, A., Weisleder, A., Workman, C., Brockmeyer Cates, C., Roby, E., Payne, R., Levine, S., Mogilner, L., Dreyer, B. P., & Mendelsohn, A. L. (2018). Encouraging parent–child book sharing: Potential additive benefits of literacy promotion in health care and the community. Early Childhood Research Quarterly, 50, 221–229. https://doi.org/10.1016/j.ecresq.2018.11.002
   Web of Science ®Google Scholar
• Caspe, M. (2009). Low-income Latino mothers’ booksharing styles and children’s emergent literacy development. Early Childhood Research Quarterly, 24(3), 306–324. https://doi.org/10.1016/j.ecresq.2009.03.006
   Web of Science ®Google Scholar
• Cates, C. B., Roby, E., Canfield, C. F., Johnson, M., Raak, C., Weisleder, A., Dreyer, B. P., & Mendelsohn, A. L. (2023). Validation of the StimQ2: A parent-report measure of cognitive stimulation in the home. PLOS ONE, 18(7), e0286708.
   PubMed Web of Science ®Google Scholar
• Coba-Rodriguez, S., Cambray-Engstrom, E., & Jarrett, R. L. (2020). The home-based involvement experiences of low-income latino families with preschoolers transitioning to kindergarten: Qualitative findings. Journal of Child & Family Studies, 29(10), 2678–2696. https://doi.org/10.1007/s10826-020-01781-7
   Web of Science ®Google Scholar
• Coba-Rodriguez, S., & Jarrett, R. L. (2022). An investigation of the perspectives of low-income latina mothers with preschoolers transitioning to kindergarten. Journal of Early Childhood Literacy, 22(1), 31–65. https://doi.org/10.1177/1468798420901822
   Web of Science ®Google Scholar
• Davis, H. S., Gonzalez, J. E., Pollard-Durodola, S., Saenz, L. M., Soares, D. A., Resendez, N., Zhu, L., & Hagan-Burke, S. (2016). Home literacy beliefs and practices among low-income Latino families. Early Child Development & Care, 186(7), 1152–1172. https://doi.org/10.1080/03004430.2015.1081184
   Web of Science ®Google Scholar
• DeAnda, S., Bosch, L., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2016). The language exposure assessment tool: Quantifying language exposure in infants and children. Journal of Speech, Language, & Hearing Research, 59(6), 1346–1356. https://doi.org/10.1044/2016_JSLHR-L-15-0234
   PubMed Web of Science ®Google Scholar
• DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process. Journal of Applied Developmental Psychology, 16(1), 1–20.
   Web of Science ®Google Scholar
• DeBaryshe, B. D., & Binder, J. C. (1994). Development of an instrument for measuring parental beliefs about reading aloud to young children. Perceptual and Motor Skills, 78(3), 1301–1311. https://doi.org/10.2466/pms.1994.78.3c.1303
   Web of Science ®Google Scholar
• Dreyer, B. P., Mendelsohn, A. L., & Tamis‐LeMonda, C. S. (1996). Assessing the child’s cognitive home environment through parental report: Reliability and validity. Early Development and Parenting, 5(4), 271–287. https://doi.org/10.1002/(SICI)1099-0917(199612)5:4<271:AID-EDP138>3.0.CO;2-D
   Google Scholar
• Farver, J. A. M., Xu, Y., Lonigan, C. J., & Eppe, S. (2013). The home literacy environment and latino head start children’s emergent literacy skills. Developmental Psychology, 49(4), 775–791. https://doi.org/10.1037/a0028766
   PubMed Web of Science ®Google Scholar
• Flores, G., Tomany-Korman, S. C., & Olson, L. (2005). Does disadvantage start at home?: Racial and ethnic disparities in health-related early childhood home routines and safety practices. Archives of Pediatrics & Adolescent Medicine, 159(2), 158–165. https://doi.org/10.1001/archpedi.159.2.158
   PubMed Web of Science ®Google Scholar
• Gámez, P. B., Palermo, F., Perry, J. S., & Galindo, M. (2022). Spanish‐English bilingual toddlers’ vocabulary skills: The role of caregiver language input and warmth. Developmental Science, 26(2). https://doi.org/10.1111/desc.13308
   PubMed Web of Science ®Google Scholar
• García Coll, C., Jenkins, K., Lamberty, G., Wasik, B. H., Crnic, R., Vázquez García, H., & McAdoo, H. P. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), 1891–1914. https://doi.org/10.1111/j.1467-8624.1996.tb01834.x
   PubMed Web of Science ®Google Scholar
• Gonzalez-Barrero, A. M., Salama-Siroishka, N., Dubé, D., Brouillard, M., & Byers-Heinlein, K. (2021). Effects of language dominance on home reading practices of bilingual families. International Journal of Bilingualism, 25(1), 77–99. https://doi.org/10.1177/1367006920938153
   Web of Science ®Google Scholar
• Hammer, C. S., Cycyk, L. M., Scarpino, S. E., Jury, K. A., & Sawyer, B. E. (2020). Development of the CECER-DLL child and family questionnaire: A new tool for documenting the language and literacy experiences of Latino/a dual language learners. International Journal of Bilingual Education and Bilingualism, 25(6), 2018–2040. https://doi.org/10.1080/13670050.2020.1840507
   Web of Science ®Google Scholar
• Hammer, C. S., Davison, M. D., Lawrence, F. R., & Miccio, A. W. (2009). The effect of maternal language on bilingual children’s vocabulary and emergent literacy development during head start and kindergarten. Scientific Studies of Reading, 13(2), 99–121. https://doi.org/10.1080/10888430902769541
   PubMed Web of Science ®Google Scholar
• Hammer, C. S., Komaroff, E., Rodriguez, B. L., Lopez, L. M., Scarpino, S. E., & Goldstein, B. (2012). Predicting Spanish–English bilingual children’s language abilities. Journal of Speech, Language, & Hearing Research, 55(5), 1251–1264. https://doi.org/10.1044/1092-4388(2012/11-0016)
   PubMed Web of Science ®Google Scholar
• Hammer, C. S., & Miccio, A. W. (2004). Home literacy experiences of latino families. In B. H. Wasik (Ed.), Handbook of family literacy (pp. 305–328). Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Harwood, R., Leyendecker, B., Carlson, V., Asencio, M., & Miller, A. (2002). Parenting among latino families in the U.S. Handbook of Parenting, 4(June), 21–46. https://doi.org/10.2307/353999
   Google Scholar
• Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 1368–1378. https://doi.org/10.1111/1467-8624.00612
   PubMed Web of Science ®Google Scholar
• Hoff, E., Burridge, A., Ribot, K. M., & Giguere, D. (2018). Language specificity in the relation of maternal education to bilingual children’s vocabulary growth. Developmental Psychology, 54(6), 1011. https://doi.org/10.1037/dev0000492
   PubMed Web of Science ®Google Scholar
• Hoff, E., & Core, C. (2013). Input and language development in bilingually developing children. Seminars in Speech and Language, 34(4), 215–226. https://doi.org/10.1055/s-0033-1353448
   PubMed Web of Science ®Google Scholar
• Hoff, E., Core, C., & Shanks, K. F. (2020). The quality of child-directed speech depends on the speaker’s language proficiency. Journal of Child Language, 47(1), 132–145. https://doi.org/10.1017/S030500091900028X
   PubMed Web of Science ®Google Scholar
• Howard, E. R., Páez, M. M., August, D. L., Barr, C. D., Kenyon, D., & Malabonga, V. (2014). The importance of SES, home and school language and literacy practices, and oral vocabulary in bilingual children’s English reading development. Bilingual Research Journal, 37(2), 120–141. https://doi.org/10.1080/15235882.2014.934485
   Google Scholar
• Irwin, V., Zhang, J., Wang, X., Hein, S., Wang, K., Roberts, A., York, C., Barmer, A., Bullock Mann, F., Dilig, R., & Parker, S. (2021). Report on the condition of education 2021 (NCES 2021-144). U.S. Department of Education, National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021144
   Google Scholar
• Jimenez, M. E., Hudson, S. V., Lima, D., Mendelsohn, A. L., Pellerano, M., & Crabtree, B. F. (2019). Perspectives on shared reading among a sample of latino parents. Child: Care, Health and Development, 45(2), 292–299. https://doi.org/10.1111/cch.12634
   PubMed Web of Science ®Google Scholar
• Jimenez, M. E., Uthirasamy, N., Hemler, J. R., Bator, A., Malke, K., Lima, D., Strickland, P. O., Ramachandran, U., Crabtree, B. F., Hudson, S. V., Mackie, T. I., & Mendelsohn, A. L. (2023). Maximizing the impact of reach out and read literacy promotion: Anticipatory guidance and modeling. Pediatric Research, 95(6), 1644–1648. https://doi.org/10.1038/s41390-023-02945-z
   PubMed Web of Science ®Google Scholar
• Johnson, S. B., Arevalo, J., Cates, C. B., Weisleder, A., Dreyer, B. P., & Mendelsohn, A. (2016). Perceptions about parental engagement among Hispanic immigrant mothers of first graders from low-income backgrounds. Early Childhood Education Journal, 44(5), 445–452. https://doi.org/10.1007/s10643-015-0728-z
   Web of Science ®Google Scholar
• Kuchirko, Y., Tamis LeMonda, C. S., Luo, R., & Liang, E. (2016). ‘What happened next?’: Developmental changes in mothers’ questions to children. Journal of Early Childhood Literacy, 16(4), 498–521. https://doi.org/10.1177/1468798415598822
   Google Scholar
• Lewis, K., Sandilos, L. E., Hammer, C. S., Sawyer, B. E., & Méndez, L. I. (2016). Relations among the home language and literacy environment and children’s language abilities: A study of head start dual language learners and their mothers. Early Education & Development, 27(4), 478–494. https://doi.org/10.1080/10409289.2016.1082820
   PubMed Web of Science ®Google Scholar
• Lopez, M. H., Krogstad, J. M., & Flores, A. (2018a). Key facts about young latinos, one of the nation’s fastest-growing populations. Pew Research Center. https://www.pewresearch.org/short-reads/2018/09/13/key-facts-about-young-latinos/
   Google Scholar
• Lopez, M. H., Krogstad, J. M., & Flores, A. (2018b). Most Hispanic parents speak Spanish to their children, but this is less the case in later immigrant generations. Pew Research Center. https://www.pewresearch.org/short-reads/2018/04/02/most-hispanic-parents-speak-spanish-to-their-children-but-this-is-less-the-case-in-later-immigrant-generations/
   Google Scholar
• Lopez, M. H., Krogstad, J. M., & Passel, J. S. (2021). Who is Hispanic?. Pew Research Center. https://www.pewresearch.org/fact-tank/2021/09/23/who-is-hispanic/
   Google Scholar
• Luo, R., Song, L., Villacis, C., & Santiago-Bonilla, G. (2021). Parental beliefs and knowledge, children’s home language experiences, and school readiness: The dual language perspective. Frontiers in Psychology, 12, 661208. https://doi.org/10.3389/fpsyg.2021.661208
   PubMed Web of Science ®Google Scholar
• Luo, R., Tamis‐LeMonda, C. S., Kuchirko, Y. F., Ng, F., & Liang, E. (2014). Mother–child book‐sharing and children’s storytelling skills in ethnically diverse, low‐income families. Infant and Child Development, 23(4), 402–425. https://doi.org/10.1002/icd.1841
   Web of Science ®Google Scholar
• Luo, R., Tamis‐LeMonda, C. S., & Mendelsohn, A. L. (2020). Children’s literacy experiences in low‐income families: The content of books matters. Reading Research Quarterly, 55(2), 213–233. https://doi.org/10.1002/rrq.263
   Web of Science ®Google Scholar
• Lynch, J. (2008). Engagement with print: Low-income families and head start children. Journal of Early Childhood Literacy, 8(2), 151–175. https://doi.org/10.1177/1468798408091853
   Google Scholar
• Melzi, G., Schick, A., & Bostwick, E. (2013). Erase una vez: Latino family narrative and literacy practices during the preschool years. In H. Kreider, M. Caspe, & D. B. Hiatt-Michael (Eds.), Promising practices for engaging families in literacy (pp. 45–58). IAP Press.
   Google Scholar
• Merz, E. C., Maskus, E. A., Melvin, S. A., He, X., & Noble, K. G. (2020). Socioeconomic disparities in language input are associated with children’s language‐related brain structure and reading skills. Child Development, 91(3), 846–860. https://doi.org/10.1111/cdev.13239
   PubMed Web of Science ®Google Scholar
• Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early Education & Development, 19(1), 7–26. https://doi.org/10.1080/10409280701838603
   Web of Science ®Google Scholar
• Mol, S. E., & Neuman, S. B. (2014). Sharing information books with kindergartners: The role of parents’ extra-textual talk and socioeconomic status. Early Childhood Research Quarterly, 29(4), 399–410. https://doi.org/10.1016/j.ecresq.2014.04.001
   Web of Science ®Google Scholar
• Montag, J. L., Jones, M. N., & Smith, L. B. (2015). The words children hear: Picture books and the statistics for language learning. Psychological Science, 26(9), 1489–1496. https://doi.org/10.1177/0956797615594361
   PubMed Web of Science ®Google Scholar
• Patterson, J. L. (2002). Relationships of expressive vocabulary to frequency of reading and television experience among bilingual toddlers. Applied Psycholinguistics, 23(4), 493–508. https://doi.org/10.1017/S0142716402004010
   Web of Science ®Google Scholar
• Place, S., & Hoff, E. (2011). Properties of dual language exposure that influence 2‐ year‐olds’ bilingual proficiency. Child Development, 82(6), 1834–1849. https://doi.org/10.1111/j.1467-8624.2011.01660.x
   PubMed Web of Science ®Google Scholar
• Preece, J., & Levy, R. (2018). Understanding the barriers and motivations to shared reading with young children: The role of enjoyment and feedback. Journal of Early Childhood Literacy, 20(4), 631–654. https://doi.org/10.1177/1468798418779216
   Web of Science ®Google Scholar
• Quirk, E., Brouillard, M., & Byers-Heinlein, K. (2024). Reading in two languages: Parents’ strategy and language use across book formats during bilingual shared reading. Bilingual Research Journal, 1–20. https://doi.org/10.1080/15235882.2024.2305918
   Web of Science ®Google Scholar
• Quiroz, B. G., Snow, C. E., & Zhao, J. (2010). Vocabulary skills of Spanish-English bilinguals: Impact of mother-child language interactions and home language and literacy support. International Journal of Bilingualism, 14(4), 379–399. https://doi.org/10.1177/1367006910370919
   Web of Science ®Google Scholar
• Ramírez-Esparza, N., García-Sierra, A., & Jiang, S. (2020). The current standing of bilingualism in today’s globalized world: A socio-ecological perspective. Current Opinion in Psychology, 32, 124–128. https://doi.org/10.1016/j.copsyc.2019.06.038
   PubMed Web of Science ®Google Scholar
• Read, K., Contreras, P., & Martinez, H. (2021). Tres formas: Shared reading practices with three types of Spanish and English dual-language learning preschoolers. Bilingual Research Journal, 44(3), 360–380. https://doi.org/10.1080/15235882.2021.1994485
   Web of Science ®Google Scholar
• Reese, L. (2012). Storytelling in Mexican homes: Connections between oral and literacy practices. Bilingual Research Journal, 35(3), 277–293. https://doi.org/10.1080/15235882.2012.734006
   PubMedGoogle Scholar
• Reese, L., & Gallimore, R. (2000). Immigrant Latinos’ cultural model of literacy development: An evolving perspective on home-school discontinuities. American Journal of Education, 108, 103–134. https://doi.org/10.1086/444236
   Web of Science ®Google Scholar
• Rideout, V., & Robb, M. B. (2020). The common sense census: Media use by kids age zero to eight. Common Sense Media.
   Google Scholar
• Ross, K. M., Pye, R. E., & Randell, J. (2016). Reading touch screen storybooks with mothers negatively affects 7-year-old readers’ comprehension but enriches emotional engagement. Frontiers in Psychology, 7, 1728. https://doi.org/10.3389/fpsyg.2016.01728
   PubMed Web of Science ®Google Scholar
• Rowe, M. L., Denmark, N., Harden, B. J., & Stapleton, L. M. (2016). The role of parent education and parenting knowledge in children’s language and literacy skills among white, black, and latino families. Infant Child Development, 25, 198–220. https://doi.org/10.1002/icd.1924
   Web of Science ®Google Scholar
• Ryan, C. S., Casas, J. F., Kelley-Vance, L., Ryalls, B. O., & Nero, C. (2010). Parent involvement and views of school success: The role of parents’ of Latino and White American cultural orientations. Psychology in the Schools, 47(4), 391–405. https://doi.org/10.1002/pits.20477
   Web of Science ®Google Scholar
• Sawyer, B. E., Cycyk, L. M., Sandilos, L. E., & Hammer, C. S. (2018). ‘So many books they don’t even all fit on the bookshelf’: An examination of low-income mothers’ home literacy practices, beliefs and influencing factors. Journal of Early Childhood Literacy, 18(3), 338–372. https://doi.org/10.1177/1468798416667542
   Web of Science ®Google Scholar
• Schick, A. R., & Melzi, G. (2016). Print-related practices in low-income Latino homes and preschoolers’ school-readiness outcomes. Journal of Early Childhood Literacy, 16(2), 171–198. https://doi.org/10.1177/1468798415592009
   Google Scholar
• Sénéchal, M., Cornell, E. H., & Broda, L. S. (1995). Age-related differences in the organization of parent-infant interactions during picture-book reading. Early Childhood Research Quarterly, 10(3), 317–337. https://doi.org/10.1016/0885-2006(95)90010-1
   Web of Science ®Google Scholar
• Snow, C. E., Burns, S. M., & Griffin, P. (1998). Preventing reading difficulties in young children. National Academy of Sciences.
   Google Scholar
• Sonnenschein, S., & Munsterman, K. (2002). The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development. Early Childhood Research Quarterly, 17(3), 318–337. https://doi.org/10.1016/S0885-2006(02)00167-9
   Web of Science ®Google Scholar
• Tamis LeMonda, C. S., Song, L., Luo, R., Kuchirko, Y., Kahana-Kalman, R., Yoshikawa, H., & Raufman, J. (2014). Children’s vocabulary growth in English and Spanish across early development and associations with school readiness skills. Developmental Neuropsychology, 39(2), 69–87. https://doi.org/10.1080/87565641.2013.827198
   PubMed Web of Science ®Google Scholar
• Tseng, V., & Fuligni, A. J. (2000). Parent-adolescent use and relationships language families with East Asian, Filipino, among immigrant and Latin American backgrounds. Journal of Marriage & Family, 62(2), 465–476. https://doi.org/10.1111/j.1741-3737.2000.00465.x
   Web of Science ®Google Scholar
• Weisleder, A., & Marchman, V. A. (2018). How socioeconomic differences in early language environments shape children’s language development. In A. Bar-On & D. Ravid (Eds.), Handbook of communication disorders: Theoretical, empirical, and applied linguistics (pp. 545–564). De Gruyter. https://doi.org/10.1515/9781614514909-027
   Google Scholar
• Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552–559. https://doi.org/10.1037/0012-1649.24.4.552
   Web of Science ®Google Scholar
• Yarosz, D. J., & Barnett, W. S. (2001). Who reads to young children?: Identifying predictors of family reading activities. Reading Psychology, 22(1), 67–81. https://doi.org/10.1080/02702710151130235
   Google Scholar