EA 3.1.A

FAMILY–CHILD ENGAGEMENT IN LITERACY ACTIVITIES

Numerous studies have documented the importance of parental involvement in literacy activities with their children. One of the National Education Goals stresses the importance of family–child engagement in literacy activities, especially among children who are "at risk" of school failure, in order for all U.S. children to be able to start school ready to learn.

Table EA 3.1.A presents three types of literacy activities that parents may engage in with their children. In 1996, a majority of 3- to 5-year-old children (57 percent) were read to by a parent or other family member every day, showing a slight increase from 1993 (53 percent). More than a third of children (37 percent) visited a library at least once in the past month. About 55 percent of children were regularly told stories (3 or more times a week), a substantial increase from 1991 (39 percent).

Differences by Race and Ethnicity.³¹ There are substantial differences in all literacy activities by race and ethnicity. For example, in 1996, white children were more likely to be read to every day (64 percent) than black children (44 percent) or Hispanic children (39 percent). These differences have been fairly stable over time. There were also differences in library visits by race and ethnicity. Black and Hispanic children were also less likely to be told a story frequently (47 percent) than were white children (59 percent) (see Table EA 3.1.A).

Differences by Family Type. Children in two-parent families were more likely to participate in all three types of literacy activities than children who lived with one or no parent.

Differences by Socioeconomic Status. Children in families living above the poverty threshold are much more likely to be engaged in literacy activities on a regular basis than children who live in poverty. For example, in 1996, 61 percent of children in nonpoor families (above the poverty threshold) were read to every day by a parent or other family member, compared to 46 percent of children in poor families (at or below the poverty level) (see Figure EA 3.1.A). There are also substantial differences in literacy activities by mother’s education level. For example, about one-fifth (19 percent) of children whose mothers did not have a high school diploma visited a library once or more in the past month, compared to more than half (56 percent) of children whose mothers were college graduates (see Table EA 3.1.A).

Differences by Mother’s Employment Status. Children whose mothers were employed 35 hours or more per week were slightly less likely to engage in any of the three literacy activities than children whose mothers were either working part-time or not working.
 

Figure EA 3.1.A   Percentage of 3- to 5-Year-Olds Who Have Participated in Literacy Activities with a Family Member, by Poverty Status: 1996

Source: U.S. Department of Education, National Center for Education Statistics, 1996 National Household Education Survey.
 
 

Table EA 3.1.A  Percentage of 3- to 5-Year-Oldsa Who Have Participated in Literacy Activities with a Family Member, by Child and Family Characteristics: 1991, 1993, 1995, and 1996
					Read to Every Day				Told a story  3 or more  times a week				Visited a library  at least once  in the past month
					——————————				——————————				——————————
					1991	1993	1995	1996	1991	1993	1995	1996	1991	1993	1995	1996
					––––	––––	––––	––––	––––	––––	––––	––––	––––	––––	––––	––––
Total					—	53	58	57	39	43	50	55	35	38	39	37
	Gender
		Male			—	51	57	56	37	43	49	55	34	38	37	37
		Female			—	54	59	57	41	43	51	56	36	38	41	36
	Race/Ethnicity
		White, non-Hispanic			—	59	65	64	40	44	53	59	39	42	43	41
		Black, non-Hispanic			—	39	43	44	34	39	42	47	25	29	32	31
		Hispanic			—	37	38	39	38	38	42	47	23	26	27	27
	Poverty Statusb
		Non-poor			—	56	62	61	39	44	53	58	38	42	43	41
		Poor			—	44	48	46	38	40	44	49	26	29	30	28
	Family Type
		Two parents			—	55	61	61	39	44	52	59	38	41	43	40
		One or no parent			—	46	49	46	37	41	46	47	23	30	30	29
	Mother’s Educationc
		Less than high school			—	37	40	37	34	37	39	47	16	22	20	19
		High school/GED			—	48	48	49	38	41	48	54	29	31	33	31
		Vocational/  technical or  some college
					—	57	64	62	41	45	53	55	40	44	42	41
		College graduate			—	71	76	77	42	49	55	64	55	56	57	56
	Mother’s Employment Statusc
		35 hours or more per week			—	52	55	54	37	43	49	53	30	34	35	32
		Less than 35 hours per week			—	56	63	59	40	45	53	56	41	47	46	39
		Not in labor force			—	55	60	59	42	43	50	56	38	37	42	40
Notes: aEstimates are based on children who have yet to enter kindergarten.   bChildren were classified as non-poor (living above the poverty threshold) or poor (living below the poverty threshold), based on family size and income. See Wright, D., Hausken, E.G., and West, J. (1994). Family-Child Engagement in Literacy Activities: Changes in Participation Between 1991 and 1993. Washington, D.C.: U.S. Department of Education, National Center for Education Statistics.   cChildren without mothers in the home are not included in estimates dealing with mother’s education or mother’s employment status. A mother is defined as a biological mother, adoptive mother, stepmother, foster mother, or female guardian (e.g., grandmother) who resides in the home with the child.   Source: U.S. Department of Education, National Center for Education Statistics, 1991, 1993, 1995, and 1996  National Household Education Survey.