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Mexican American Mothers of Low and Middle Socioeconomic Status: Communication Behaviors and Interactive Strategies During Shared Book Reading

Rachel Hines
Direct Therapy Services, Las Cruces, NM

Miguel Montiel
Progressus Therapy, Albuquerque, NM

Contact author: Barbara Rodriguez, University of New Mexico, Department of Speech & Hearing Sciences, 901 Vassar N.E., Albuquerque, NM 87131. E-mail: brodrig{at}unm.edu.

Purpose: The aim of this investigation was to describe and compare the communication behaviors and interactive reading strategies used by Mexican American mothers of low- and middle-socioeconomic status (SES) background during shared book reading.

Method: Twenty Mexican American mother–child dyads from the Southwestern United States were observed during two book reading sessions. The data were coded across a number of communication behavior categories and were analyzed using the Adult/Child Interactive Reading Inventory (ACIRI; A. DeBruin-Parecki, 1999 ).

Results: Mexican American mothers used a variety of communication behaviors during shared book reading with their preschool children. Significant differences between the SES groups regarding the frequency of specific communication behaviors were revealed. Middle-SES mothers used positive feedback and yes/no questions more often than did low-SES mothers. Mexican American mothers also used a variety of interactive reading strategies with varying frequency, as measured by the ACIRI. They enhanced attention to text some of the time, but rarely promoted interactive reading/supported comprehension or used literacy strategies. There were no significant differences between the SES groups regarding the frequency of interactive reading strategies.

Conclusion: Parent literacy programs should supplement Mexican American mothers' communication behaviors and interactive reading strategies to improve effectiveness and participation.

KEY WORDS: Latina, book reading, socioeconomic status, preschool, mothers

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