Mothers' and fathers' bookreading predicts preschoolers' development in Turkish immigrant and German families
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Mothers' and fathers' bookreading predicts preschoolers' development in Turkish immigrant and German families. / Jäkel, Julia; Schölmerich, Axel; Kassis, Wassilis; Leyendecker, Birgit.
I: International Journal of Developmental Sciences, Bind 5, Nr. 1-2, 2011, s. 27-39.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Mothers' and fathers' bookreading predicts preschoolers' development in Turkish immigrant and German families
AU - Jäkel, Julia
AU - Schölmerich, Axel
AU - Kassis, Wassilis
AU - Leyendecker, Birgit
PY - 2011
Y1 - 2011
N2 - Studies comparing associations between early literacy related activities and developmental outcome among ethnically diverse groups of children are scarce. The aims of this study were to: (a) document the differences in Turkish immigrant (n = 79) and German (n = 88) preschool children's home literacy environment (HLE), cognitive, and speaking proficiency test scores, (b) identify predictors of HLE and developmental status, and (c) disentangle effects of education and ethnicity on children's HLE and developmental status. Turkish immigrant children, on average, had lower HLE, cognitive, and speaking proficiency test scores when compared to their German peers. After controlling for parent education, HLE predicted children's test scores in both groups. Similarities in predictive patterns emphasize positive effects of a stimulating HLE for young children's development, irrespective of the cultural specificity of dyadic bookreading. Our findings suggest that increased efforts should be made to develop culturally sensitive intervention strategies to facilitate access to print materials for children and to promote both mothers' and fathers' bookreading.
AB - Studies comparing associations between early literacy related activities and developmental outcome among ethnically diverse groups of children are scarce. The aims of this study were to: (a) document the differences in Turkish immigrant (n = 79) and German (n = 88) preschool children's home literacy environment (HLE), cognitive, and speaking proficiency test scores, (b) identify predictors of HLE and developmental status, and (c) disentangle effects of education and ethnicity on children's HLE and developmental status. Turkish immigrant children, on average, had lower HLE, cognitive, and speaking proficiency test scores when compared to their German peers. After controlling for parent education, HLE predicted children's test scores in both groups. Similarities in predictive patterns emphasize positive effects of a stimulating HLE for young children's development, irrespective of the cultural specificity of dyadic bookreading. Our findings suggest that increased efforts should be made to develop culturally sensitive intervention strategies to facilitate access to print materials for children and to promote both mothers' and fathers' bookreading.
KW - cognitive and language skills
KW - home literacy environment
KW - mothers' and fathers' bookreading
KW - socioeconomic status (SES)
KW - Turkish immigrant families
UR - http://www.scopus.com/inward/record.url?scp=84880215092&partnerID=8YFLogxK
U2 - 10.3233/DEV-2011-11075
DO - 10.3233/DEV-2011-11075
M3 - Journal article
AN - SCOPUS:84880215092
VL - 5
SP - 27
EP - 39
JO - International Journal of Developmental Sciences
JF - International Journal of Developmental Sciences
SN - 2192-001X
IS - 1-2
ER -
ID: 393147627