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Paternal Support of Emergent Literacy Development: Latino Fathers and Their Children
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by Jackson J. Taylor - New York University
Despite growing evidence supporting the notion that
fathers influence their children’s education, few studies have
examined the intersection of involvement and emergent literacy
development. The present study explored the ways fathers (N = 12)
support children’s literacy skills in a low-income Latino community.
After completing self-report measures of daily involvement and home
literacy, fathers shared a wordless book with their children. Fathers
reported engaging in a variety of involvement activities, lending
support to the study of fathering as a multifaceted construct.
Furthermore, fathers provided rich linguistic environments during
book-sharing. Trends among narrative participation scores support
past literature suggesting cultural differences in narrative styles.
Results provide important contributions to the limited literature on
Summer 2011 | Psi Chi Journal of Undergraduate Research (Vol. 16, No. 2, p. 58), published by Psi Chi, The International Honor Society in Psychology (Chattanooga, TN). Copyright, 2011, Psi Chi, The International Honor Society in Psychology. All rights reserved.