MOTHERS READING TO THEIR 3-YEAR-OLDS - THE ROLE OF MOTHER-CHILD ATTACHMENT SECURITY IN BECOMING LITERATE

THIS STUDY explores the usefulness of the attachment relationship between children and parents for explaining differences in parent-preschooler reading in high- and low-socioeconomic-status families. On the basis of a questionnaire completed by about 350 mothers of 3-year-olds, three matched groups were composed: infrequently reading dyads, low SES (n = 15); frequently reading dyads, low SES (n = 15); and frequently reading dyads, high SES (n = 15). The children's behavior during a reunion after being separated from their mothers for about 30 minutes was scored on a rating scale for attachment security. Mothers and children were then observed while reading. The study supports the hypothesis that less secure dyads read less frequently. The groups also differed in the way parents shaped interactive reading: In the frequently reading group there was less communication about the book, whereas in the infrequently reading group more irrelevant interactions (such as disciplining) occurred. The frequently reading groups from low and high SES differed only in number of inferences. A developmental model of interactive reading is proposed, and it is concluded that programs must create a safe base from which children can explore literacy.