Book reading interactions between African American and Puerto Rican Head Start children and their mothers

By C. Hammer, Diane Nimmo, R. Cohen, Heather Clemons Draheim, A. Johnson. 2005

91 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ac71df8db0d2eaf096703c5d9c0730c8ce9b05ab

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Alison Sparks
2. Elaine Reese
3. D. Leyva
4. Adina R Schick
5. G. Melzi
6. W. Grolnick
7. Robyn Fivush
8. D. Laible

In Education

1. Elaine Reese
2. Alison Sparks
3. D. Leyva
4. W. Grolnick
5. Adina R Schick
6. G. Melzi
7. Bianca Sassine
8. Jackie A. Nelson

Citations in the corpus

• Numeracy‐related exchanges in joint storybook reading and play (2009, background): “…perspective avoids a ‘deficit’ model by emphasising that parenting practices are culturally defined and related to parental beliefs and goals for their children (Hammer et al. 2005), and that differences in achievement are due, in part, to a mismatch between home and school practices (Heath 1983).”
• A Review of parent interventions for preschool children’s language and emergent literacy (2010, background): “…for their language skills, then we need to know more about cultural differences in the role of books in the home and how parents structure shared reading with their children (Kaderavek and Justice, 2008; for examples of this kind of research see Hammer et al., 2005; Melzi and Caspi, 2005).”
• The Development of Children's Oral Narratives Across Contexts (2010, background): “Nevertheless, low-income African American mothers are more likely to serve as the primary narrators than are Puerto Rican mothers, who take more of a child-centered approach, allowing their children to take control of the narration ( Hammer, Nimmo, Cohen, Draheim, & Johnson, 2005 ).”
• Maternal Elaborative Reminiscing Increases Low-Income Children's Narrative Skills Relative to Dialogic Reading (2010, background): “Several researchers have noted that Hispanic and African American parents ask few open-ended questions during book-reading interactions with their preschoolers ( Hammer, Nimmo, Cohen, Draheim, & Johnson, 2005 ; Vernon-Feagans, Hammer, Miccio, & Manlove, 2001) and that Hispanic parents in particular ”