ABSTRACT

This research tested a mediation model, examining whether individual differences in mothers’ school readiness beliefs influenced home literacy practices and children’s later academic achievement among African American (n = 114) and primarily Mexican origin Latina mothers (n = 164) and their children. Mothers of children ages 3–4 years reported school readiness beliefs and home literacy practices. Later (ages 6–7 years), reading and math achievement scores were measured using the Woodcock-Johnson Revised (WJR) or the Batería Woodcock-Muñoz, as appropriate, depending upon the child’s primary language. Research Findings: Results showed that African American and Latina mothers differed in their beliefs about school readiness skills, with African American mothers more likely to emphasize general pre-academic knowledge and Latina mothers more likely to emphasize social-focused readiness skills. Academic-focused readiness beliefs predicted mothers’ engagement in home literacy practices, social-focused readiness beliefs predicted math achievement, and home literacy practices mediated the association between academic-focused readiness beliefs and math achievement. Policy or Practice: Findings suggest that interventions to enhance school readiness should consider ethnic minority parents’ expectations and at-home practices, particularly during children’s early childhood.

摘要

这项研究测试了一个中介模型，检验非裔美国人 ( n = 114) 和主要是墨西哥裔拉丁裔母亲 ( n = 164) 及其孩子中母亲入学准备信念的个体差异是否影响家庭识字实践和孩子后来的学业成绩。3-4 岁儿童的母亲报告了入学准备信念和家庭识字实践。随后（6-7 岁），根据孩子的主要语言，酌情使用 Woodcock-Johnson 修订版 (WJR) 或 Batería Woodcock-Muñoz 来测量阅读和数学成绩分数。研究成果：结果显示，非裔美国母亲和拉丁裔母亲对入学准备技能的看法不同，非裔美国母亲更有可能强调一般的学前知识，而拉丁裔母亲更有可能强调以社交为中心的准备技能。以学术为中心的准备信念预测母亲参与家庭识字实践，以社会为中心的准备信念预测数学成绩，而家庭识字实践调节以学术为中心的准备信念和数学成绩之间的关联。政策或实践：研究结果表明，加强入学准备的干预措施应考虑少数族裔家长的期望和家庭实践，特别是在儿童幼儿时期。