How African American Mothers Assist Their Early Adolescent Daughters with Reading Tasks
Department
Secondary and Middle Grades Education
Document Type
Article
Publication Date
10-2004
Abstract
Three African American mothers and their daughters participated in three, 30-minute reading sessions. During each session, daughters read narrative text for 15 minutes and expository text for the other 15 minutes. Categories of interaction emerged from those reading sessions. Results revealed nine mother interaction reading categories and seven daughter interaction categories. Irrespective of the type of reading, the categories were linked to the transmission, maturational, and transactional points of view. Implications provide suggestions for helping parents develop reading experiences that foster positive reading behaviors for their children.
Journal Title
Reading Psychology
Journal ISSN
0270-2711
Volume
25
Issue
4
First Page
297
Last Page
312
Digital Object Identifier (DOI)
10.1080/02702710490522649