title: Maternal literacy and associations between education and the cognitive home environment in low-income families.
abstract: OBJECTIVE
  To determine whether maternal literacy level accounts for associations between educational level and the cognitive home environment in low-income families.
  
  
  METHODS
  Analysis of 369 mother-infant dyads participating in a long-term study related to early child development.
  
  
  METHODS
  Urban public hospital.
  
  
  METHODS
  Low-income mothers of 6-month-old infants.
  
  
  METHODS
  Maternal literacy level was assessed using the Woodcock-Johnson III/Bateria III Woodcock-Munoz Tests of Achievement, Letter-Word Identification Test. Maternal educational level was assessed by determining the last grade that had been completed by the mother.
  
  
  METHODS
  The cognitive home environment (provision of learning materials, verbal responsivity, teaching, and shared reading) was assessed using StimQ, an office-based interview measure.
  
  
  RESULTS
  In unadjusted analyses, a maternal literacy level of ninth grade or higher was associated with increases in scores for the overall StimQ and each of 4 subscales, whereas a maternal educational level of ninth grade or higher was associated with increases in scores for the overall StimQ and 3 of 4 subscales. In simultaneous multiple linear regression models including both literacy and educational levels, literacy continued to be associated with scores for the overall StimQ (adjusted mean difference, 3.7; 95% confidence interval, 1.7-5.7) and all subscales except teaching, whereas maternal educational level was no longer significantly associated with scores for the StimQ (1.8; 0.5-4.0) or any of its subscales.
  
  
  CONCLUSIONS
  Literacy level may be a more specific indicator of risk than educational level in low-income families. Studies of low-income families should include direct measures of literacy. Pediatricians should develop strategies to identify mothers with low literacy levels and promote parenting behaviors to foster cognitive development in these at-risk families.
authors.affiliation: Department of Pediatrics, New York University School of Medicine and Bellevue Hospital Center, 550 First Avenue, New York, NY 10016, USA.
authors.forename: Cori M
authors.initials: CM
authors.lastname: Green
authors.forename: Samantha B
authors.initials: SB
authors.lastname: Berkule
authors.forename: Benard P
authors.initials: BP
authors.lastname: Dreyer
authors.forename: Arthur H
authors.initials: AH
authors.lastname: Fierman
authors.forename: Harris S
authors.initials: HS
authors.lastname: Huberman
authors.forename: Perri E
authors.initials: PE
authors.lastname: Klass
authors.forename: Suzy
authors.initials: S
authors.lastname: Tomopoulos
authors.forename: Hsiang Shonna
authors.initials: HS
authors.lastname: Yin
authors.forename: Lesley M
authors.initials: LM
authors.lastname: Morrow
authors.forename: Alan L
authors.initials: AL
authors.lastname: Mendelsohn
mesh_terms: D000328:Adult; D002657:Child Development; D004521:Educational Measurement; D004522:Educational Status; D004777:Environment; D005260:Female; D006801:Humans; D007223:Infant; D016014:Linear Models; D008297:Male; D009034:Mother-Child Relations; D009035:Mothers; D011203:Poverty; D012307:Risk Factors; D011795:Surveys and Questionnaires