Early Word-Learning Skills: A Missing Link in Understanding the Vocabulary Gap?

Autor/inn/en	Shavlik, Margaret; Davis-Kean, Pamela E.; Schwab, Jessica F.; Booth, Amy E.
Titel	Early Word-Learning Skills: A Missing Link in Understanding the Vocabulary Gap?
Quelle	In: Developmental Science, 24 (2021) 2, (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shavlik, Margaret) ORCID (Davis-Kean, Pamela E.) ORCID (Booth, Amy E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.13034
Schlagwörter	Preschool Children; Vocabulary Development; Socioeconomic Status; Ambiguity (Semantics); Executive Function; Phonology; Memory; Child Development + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Socio-economic status; Sozioökonomischer Status; Fonologie; Gedächtnis; Kindesentwicklung
Abstract	Socioeconomic status (SES) has been repeatedly linked to the developmental trajectory of vocabulary acquisition in young children. However, the nature of this relationship remains underspecified. In particular, despite an extensive literature documenting young children's reliance on a host of skills and strategies to learn new words, little attention has been paid to whether and how these skills relate to measures of SES and vocabulary acquisition. To evaluate these relationships, we conducted two studies. In Study 1, 205 2.5- to 3.5-year-old children from widely varying socioeconomic backgrounds were tested on a broad range of word-learning skills that tap their ability to resolve cases of ambiguous reference and to extend words appropriately. Children's executive functioning and phonological memory skills were also assessed. In Study 2, 77 of those children returned for a follow-up session several months later, at which time two additional measures of vocabulary were obtained. Using Structural Equation Modeling (SEM) and multivariate regression, we provide evidence of the mediating role of word-learning skills on the relationship between SES and vocabulary skill over the course of early development. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01