Maternal literacy practices and toddlers’ emergent literacy skills

Abstract

Maternal emergent literacy practices during shared-reading interactions with 18–36-month-old toddlers were examined. The investigation of emergent literacy behaviours of both mothers and toddlers investigated included the examination of phonological awareness and written language awareness. Participants included 15 mother–toddler dyads from middle to upper socio-economic status (SES) backgrounds. The main data collection measures included: (1) home literacy environment observation; (2) shared reading observations; and (3) parent questionnaire. Data were coded and organized into emergent literacy domains, phonological awareness and written language awareness. The results indicate that these mothers engaged in several emergent literacy behaviours with their toddlers during shared-reading interactions. Some of these behaviours were also exhibited by their children. The behaviours observed in mothers and toddlers were related to the written language awareness domain. These and other findings are discussed in relation to their theoretical foundations (e.g. Purcell-Gates, 2001 ) and implications for early intervention practices and programme development.