Mothers' Sophisticated Vocabulary Input and Children's Story Comprehension

Autor/inn/en	Tompkins, Virginia; Meyer, Katrina; Justice, Laura M.
Titel	Mothers' Sophisticated Vocabulary Input and Children's Story Comprehension
Quelle	In: Early Education and Development, 32 (2021) 3, S.402-420 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1753145
Schlagwörter	Mothers; Preschool Children; Story Reading; Comprehension; Age Differences; Vocabulary; Parent Background; Educational Attainment; Receptive Language; Predictor Variables; Vocabulary Development; Story Telling; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Verstehen; Verständnis; Age; Difference; Age difference; Altersunterschied; Wortschatz; Elternhaus; Bildungsabschluss; Bildungsgut; Rezeptive Kommunikationsfähigkeit; Prädiktor; Wortschatzarbeit
Abstract	Research Findings: The purpose of this study was to examine mothers' sophisticated vocabulary while reminiscing with their preschool-aged children, and its relation to children's story comprehension. The study used a cross-lagged panel design in which all assessments were collected twice, 6 months apart. We also compared two methods of examining sophisticated vocabulary -- rare words (i.e., words not on the Dale-Chall list) and word tiers (i.e., Tier 2 and Tier 3 words). We found that mothers' rare words predicted children's later story comprehension controlling for children's age, mothers' education, and children's receptive vocabulary. Mothers' Tier 3 words were related concurrently to children's story comprehension at time 2. Children's story comprehension did not predict mothers' later sophisticated vocabulary suggesting that this is not a bidirectional relation. Reasons for why mothers' sophisticated vocabulary input in the context of reminiscing might matter to children's story comprehension are discussed. Practice or Policy: These results suggest that researchers and educators may wish to examine the impact of vocabulary instruction on story comprehension in pre-readers in addition to vocabulary outcomes given the importance of early narrative comprehension to later reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01