Helping parents enhance vocabulary development in preschool children: effects of a family literacy program

Rosa Catharina Teepe, Inge Molenaar, Ron Oostdam, Ruben Fukkink, Ludo Verhoeven

Research output: Contribution to journalArticleAcademicpeer-review

1 Downloads (Pure)

Abstract

The primary source for young children's vocabulary development is parent-child interaction. How parent-child interaction influences vocabulary depends on the child's functioning and the family context. Although research shows the effect of the family context on vocabulary (e.g., reading activities at home, parental education), the role of a child's functioning has received less attention. Children's executive functioning (EF) influences how linguistic input is processed and their social functioning (SF) is important for maintaining social interaction. The aim of the present study was to investigate the additional contributions of children's EF and SF to vocabulary. EF, SF and family contextual factors were measured in 223 Dutch preschool children. EF and SF strongly predicted children's vocabulary in addition to their age, linguistic diversity at home and parental education. EF and SF are therefore important factors to take into account when investigating vocabulary and vocabulary interventions in preschool children.
Original languageEnglish
Pages (from-to)226-236
JournalEarly Childhood Research Quarterly
Volume48
Issue number3rd Quarter
DOIs
Publication statusPublished - 30 Apr 2019

Fingerprint Dive into the research topics of 'Helping parents enhance vocabulary development in preschool children: effects of a family literacy program'. Together they form a unique fingerprint.

Cite this