Title

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

Reading Psychology

Journal ISSN

0270-2711

Volume

25

Issue

4

First Page

297

Last Page

312

Digital Object Identifier (DOI)

10.1080/02702710490522649