Maternal literacy and associations between education and the cognitive home environment in low-income families. Academic Article uri icon

Overview

abstract

  • OBJECTIVE: To determine whether maternal literacy level accounts for associations between educational level and the cognitive home environment in low-income families. DESIGN: Analysis of 369 mother-infant dyads participating in a long-term study related to early child development. SETTING: Urban public hospital. PARTICIPANTS: Low-income mothers of 6-month-old infants. MAIN EXPOSURE: Maternal literacy level was assessed using the Woodcock-Johnson III/Bateria III Woodcock-Munoz Tests of Achievement, Letter-Word Identification Test. Maternal educational level was assessed by determining the last grade that had been completed by the mother. MAIN OUTCOME MEASURE: The cognitive home environment (provision of learning materials, verbal responsivity, teaching, and shared reading) was assessed using StimQ, an office-based interview measure. RESULTS: In unadjusted analyses, a maternal literacy level of ninth grade or higher was associated with increases in scores for the overall StimQ and each of 4 subscales, whereas a maternal educational level of ninth grade or higher was associated with increases in scores for the overall StimQ and 3 of 4 subscales. In simultaneous multiple linear regression models including both literacy and educational levels, literacy continued to be associated with scores for the overall StimQ (adjusted mean difference, 3.7; 95% confidence interval, 1.7-5.7) and all subscales except teaching, whereas maternal educational level was no longer significantly associated with scores for the StimQ (1.8; 0.5-4.0) or any of its subscales. CONCLUSIONS: Literacy level may be a more specific indicator of risk than educational level in low-income families. Studies of low-income families should include direct measures of literacy. Pediatricians should develop strategies to identify mothers with low literacy levels and promote parenting behaviors to foster cognitive development in these at-risk families.

authors

  • Green, Cori Meredith
  • Berkule, Samantha B
  • Dreyer, Benard P
  • Fierman, Arthur H
  • Huberman, Harris S
  • Klass, Perri E
  • Tomopoulos, Suzy
  • Yin, Hsiang Shonna
  • Morrow, Lesley M
  • Mendelsohn, Alan L

publication date

  • September 1, 2009

Research

keywords

  • Child Development
  • Educational Status
  • Environment
  • Mothers
  • Poverty

Identity

PubMed Central ID

  • PMC3083977

Scopus Document Identifier

  • 70349119541

Digital Object Identifier (DOI)

  • 10.1001/archpediatrics.2009.136

PubMed ID

  • 19736337

Additional Document Info

volume

  • 163

issue

  • 9