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Author: Dexter, Emily R.

Resulting in 4 citations.

1.	Dexter, Emily R.
1.	Development of Reading Skills in the U.S.: A Multi-level Growth Analysis Exploring Differences by Race/Ethnicity Presented: New Orleans, LA, American Educational Research Association (AERA) Annual Meetings, April 2002. Cohort(s): Children of the NLSY79 Publisher: American Educational Research Association Keyword(s): Family Studies; Literacy; Modeling, Growth Curve/Latent Trajectory Analysis; Peabody Individual Achievement Test (PIAT- Reading); Racial Differences Permission to reprint the abstract has not been received from the publisher. This paper argues that national reading policies are often made in response to cross-sectional surveys; as a result, policies do not adequately relate to developmental research on reading and literacy. In addition, survey analyses are most often conducted with individual children rather than with groups or families of children, perpetuating a view of the child as isolated from family or community contexts. Analyses of longitudinal surveys, however, have the potential to bring an authentically developmental perspective to policy debates about U.S. children's reading abilities. In addition analytic techniques that nest the child within larger contexts can link survey research to research on contexts of development. As an example, the results of a growth analysis of reading data from the Children of the National Longitudinal Survey of Youth (C-NLSY) are presented; in this analysis children are grouped within families. In addition, separate comparative analyses are conducted for White, African American, and Latino children. The research questions are: 1) What are the average trajectories in reading development for U.S. children? 2) How much variation is there across families? Is there variation within families? 3) Are there differences in the trajectories of White, African American, and Latino children? Discussion is invited around the question of how the findings from this and other studies of literacy development can better inform educational policy.
	Bibliography Citation Dexter, Emily R. "Development of Reading Skills in the U.S.: A Multi-level Growth Analysis Exploring Differences by Race/Ethnicity." Presented: New Orleans, LA, American Educational Research Association (AERA) Annual Meetings, April 2002..

2.	Dexter, Emily R.
2.	Home Literacy Supports and Children's Reading Trajectories Presented: San Diego, CA, American Educational Research Association Meeting, April 2004 Cohort(s): Children of the NLSY79, NLSY79 Publisher: American Educational Research Association Keyword(s): Armed Forces Qualifications Test (AFQT); Children, Academic Development; Home Observation for Measurement of Environment (HOME); Literacy; Parent-Child Relationship/Closeness; Parenting Skills/Styles; Peabody Individual Achievement Test (PIAT- Reading) Permission to reprint the abstract has not been received from the publisher. This paper reports on an analysis of reading data from the Children of the National Longitudinal Survey of Youth (C-NLSY). The hypothesis is tested that mother-child interactions during the preschool and school years, the frequency with which the mother reads to the child during the preschool years, and the frequency of family meals and enrichment opportunities during the school years predict children's reading trajectories. Maternal reading frequency and mother-child interactions are found to be associated with enhanced reading ability throughout the school years, controlling for maternal schooling, maternal literacy, and income, and the taxonomy of models suggests that these variables may explain some of the effects of maternal schooling and income on children's reading development.
	Bibliography Citation Dexter, Emily R. "Home Literacy Supports and Children's Reading Trajectories." Presented: San Diego, CA, American Educational Research Association Meeting, April 2004.

3.	Dexter, Emily R.
3.	Literacy Development in United States Families: A Multi-Level Analysis of the Effects of Maternal Literacy, Maternal Schooling, Family Income, and Home Literacy Supports on Children's Growth in Reading Ph.D. Dissertation, Harvard University, 2000 Cohort(s): Children of the NLSY79 Publisher: UMI - University Microfilms, Bell and Howell Information and Learning Keyword(s): Children, Academic Development; Ethnic Differences; Family Income; Home Environment; Home Observation for Measurement of Environment (HOME); Modeling; Mothers, Education; Peabody Individual Achievement Test (PIAT- Reading) This thesis presents a secondary analysis of data from the Children of the National Longitudinal Survey of Youth (C-NLSY), a federally funded study of U.S. mothers and children. Using data from an analytic sample of 1,537 children and their 677 mothers, multi-level modeling is used to analyze longitudinal data on children's literacy development and the literacy supports available in their home environments. The sample overrepresents mothers who had their children as teenagers or young adults. The thesis addresses four set of research questions: (1) What are the patterns of literacy development amongst U.S. children? How much variation is there within and across families? Are there differences in the estimated average trajectories of children in White, African-American, and Latino families? (2) Do maternal literacy, maternal schooling, and family income predict children's rates of growth in reading? To what extent do these variables explain differences between the average trajectories of White, African-American, and Latino children? (3) How do mothers change their provision of literacy support as their children age? Do maternal literacy, maternal schooling, and family income predict the level of literacy support that children receive at home? (4) Does the level of literacy support that children receive at home predict their rates of growth in reading? The results suggest that the majority of U.S. children make substantial progress in reading during the primary school years, but there is wide variation within and across families in the rate at which children acquire reading and in their achieved adolescent reading abilities. The results also suggest that African-American and Latino children show growth rates in reading that are, on average, slower than the rates of White children. Maternal literacy, maternal schooling, and family income are positively associated with children's developmental trajectories, and these variables explain some of the differences between the trajectories of White, African-American, and Latino children. Furthermore, maternal variables and ethnic group predict the amount of literacy support that children receive at home. The amount of home literacy support children receive is positively but weakly associated with reading trajectories, controlling for maternal literacy and schooling and family income.
	Bibliography Citation Dexter, Emily R. Literacy Development in United States Families: A Multi-Level Analysis of the Effects of Maternal Literacy, Maternal Schooling, Family Income, and Home Literacy Supports on Children's Growth in Reading. Ph.D. Dissertation, Harvard University, 2000.

4.	Dexter, Emily R.
4.	Maternal Supports for Children's Literacy Development: Changes as Children Age and Association with Maternal Literacy, Education, Income, and Race/Ethnicity Presented: New Orleans, LA, American Educational Research Association Annual Meetings, April 2002. Also: http://tigersystem.net/aera2002/viewproposaltext.asp?propID=7533 Cohort(s): Children of the NLSY79 Publisher: American Educational Research Association Keyword(s): Children, Academic Development; Family Income; Home Observation for Measurement of Environment (HOME); Mothers, Behavior; Mothers, Education; Parent-Child Relationship/Closeness; Preschool Children; Racial Differences Permission to reprint the abstract has not been received from the publisher. This paper presents a developmental study of maternal behaviors supporting children's school-based literacy development from ages 3 to 15. Previous studies focusing on children's literacy development have described differences in maternal speech to children (Heath, 1982; Reese, 1995; Snow and Kurland, 1995); differences in bookreading style (DeTemple and Snow, 1996; Pellegrini and Galda, 1998); differences in the quality of mealtime conversation (Blum-Kulka; Beals, 1991; Dickinson and Tabors, 1991); and differing opportunities for enrichment outside of school (Anderson et al., 1988; Amota and Ochiltree, 1986; Griswold, 1986; Snow et al., 1991). Only a few of these studies have been longitudinal, and most have been conducted with small local samples. Thus they do not yield a developmental picture of how parental behavior changes with the growth of the child, nor can they be generalized to the larger population. The current study attempts to address these two gaps by using growth-modeling statistics (Willett, 1994) to analyze data from a national survey, the Children of the National Longitudinal Survey of Youth. The following research questions are addressed: 1) How do maternal behaviors promoting literacy development change as the child matures from age 3 to 15? 2) How much variation is there amongst mothers in their behaviors? 3) To what extent is this variation associated with maternal literacy, schooling, and income? And 4) Are there differences between white, African-American, and Latina mothers, controlling for other maternal predictors? At the conclusion of the session the audience will have the opportunity to discuss the study and its results and to make suggestions for future research
	Bibliography Citation Dexter, Emily R. "Maternal Supports for Children's Literacy Development: Changes as Children Age and Association with Maternal Literacy, Education, Income, and Race/Ethnicity." Presented: New Orleans, LA, American Educational Research Association Annual Meetings, April 2002.

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