Mothers' Sensitivity and Book-reading Interactions with First Graders

Abstract

Research Findings: This study expands on previous research (Bus & van Ijzendoorn, 1988, 1992, 1997) establishing an association between the quality of mother–child interactions and reading behavior during a joint book-reading task. In a sample of 58 mother–child pairs, the quality of the relationship between mothers and their children at 36 months old predicted the amount and quality of literacy information shared during a joint book-reading task in 1st grade. Other variables related to reading behavior were also examined but were found to be less predictive than maternal sensitive responding. Practice or Policy: Learning to read is a complex social phenomenon that involves more than the mastery of isolated academic skills. This study supports the idea that early literacy emerges in part from a relational system involving caregiver–child interactions that have properties not directly involving print. The importance of examining the quality of the relationships between caregivers and their children when supporting reading-related pursuits is discussed.