Date of Award
Doctor of Philosophy
Human Development and Family Studies
Dianne C. Draper
Carla A. Peterson
This study focused on the relationship between parent-infant/toddler interactions and early literacy skills for families living in low-income households. Twenty-seven families participated in this longitudinal study. Videotapes of parent-infant/toddler interactions participating in "simulated" daily experiences were made when the child was 14-, 24-, and 36-months-old. These tapes were coded on a scale rating child language, parent language, emotional tone, joint attention, parental guidance, and parental responsivity, all behaviors that have been related previously to later skill development in children. These parent-infant/toddler scores were then compared with early literacy skills, measured the spring prior to kindergarten entry. Parent-infant/toddler interactions related strongly to early literacy skills of receptive vocabulary, symbolic representation, and phonemic analysis, but not to rhyming or alliteration skills. In addition, the parent-infant/toddler interactions better predicted early literacy skills than did a parent-report regarding home literacy experiences. Implications for families, early childhood educators and programs, as well as researchers, are presented.
Digital Repository @ Iowa State University, http://lib.dr.iastate.edu
Beverly June Dodici
Dodici, Beverly June, "Parent-infant/toddler interactions and early literacy skills " (2002). Retrospective Theses and Dissertations. 989.