title: Intimate culture of families in the early socialization of literacy.
abstract: The intimate family culture for early literacy socialization was documented for a socioculturally heterogeneous sample of 66 children enrolled in pre-kindergarten through third grade at public elementary schools in a large U.S. city. Parents were interviewed about 3 types of indexes of their family's intimate culture: the child's engagement in various literacy-related activities at home, the parents' orientation towards the significance of literacy for early child development, and the family's routines of dinnertime, reading aloud, and doing homework for school. Basic reading competencies were assessed with the Woodcock-Johnson Psychoeducational Battery--Tests of Achievement, Revised (1989). Multiple regression analysis found that a significant proportion of variance in the children's literacy development was predicted by each of the quantitative indexes of intimate family culture, leaving little or no additional variance that was due to family income or ethnicity.
authors.affiliation: Department of Psychology, University of Maryland, Baltimore County, 1000 Hilltop Circle, Baltimore, Maryland 21250, USA. serpell@umbc.edu
authors.forename: Robert
authors.initials: R
authors.lastname: Serpell
authors.forename: Susan
authors.initials: S
authors.lastname: Sonnenschein
authors.forename: Linda
authors.initials: L
authors.lastname: Baker
authors.forename: Hemalatha
authors.initials: H
authors.lastname: Ganapathy
mesh_terms: D002648:Child; D002675:Child, Preschool; D003469:Culture; D004522:Educational Status; D005190:Family / Q000523:psychology*; D005260:Female; D006801:Humans; D008297:Male; D012951:Socialization