Family Interactions, Language Development, and Primary Reading Achievement of Black Children in Families of Low Income

Abstract

NORMAN-JACKSON, JACQUELYN. Family Interactions, Language Development, and Primary Reading Achievement of Black Children in Families of Low Income. CHILD DEVELOPMENT, 1982, 53, 349-358. In black families of low income, preschool (24-42 months) siblings of second graders in 2 contrasting levels of reading achievement were observed in their homes. During 2 home observations language samples were collected and descriptions tape-recorded of family activities and interactions. Measured by mean length of utterance, language of preschool siblings of successfully reading second graders was significantly more mature when compared to preschool siblings of unsuccessful readers. 5 years following home observations, primary reading achievement of younger children was assessed. Successful readers differed from unsuccessful when observed as preschoolers; they had participated in more verbal interactions with their families and produced more language that was of greater maturity. The contributions of schoolage siblings were significant in providing verbal stimulation to preschoolers who were later successful readers. Groups did not differ in Binet IQ, verbal interactions with parents, or parentencouraged, child-initiated verbal interactions. As preschoolers, unsuccessful readers received significantly more parental discouragement to child-initiated verbal interactions than did successful readers.