Internal and external influences on vocabulary development in preschool children.

Autor/inn/en	Ebert, Susanne; Lockl, Kathrin; Weinert, Sabine; Anders, Yvonne; Kluczniok, Katharina; Rossbach, Hans-Günther
Titel	Internal and external influences on vocabulary development in preschool children.
Quelle	In: School effectiveness and school improvement, 24 (2013) 2, S. 138-154Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0924-3453; 1744-5124
DOI	10.1080/09243453.2012.749791
Schlagwörter	Bildungsforschung; Empirische Untersuchung; Familie; Deutschland; Eltern; Familie; Kind; Vorschule; Sprechen; Bildungsforschung; Wortschatz; Sprachentwicklung; Eltern; Kind; Vorschule; Sprachentwicklung; Sprechen; Wortschatz; Migrationshintergrund; Migrationshintergrund; Deutschland
Abstract	Competency in society's lingua franca plays a major role in the emergence of social disparities within education. Therefore, the present longitudinal study investigates vocabulary development and its predictors in preschool years. We focus on whether internal (phonological working memory) and external variables (preschool and home learning environment) have different impacts depending on parental native language. The study considers 547 children from 97 German preschools. Children's vocabulary was assessed at the ages of 3, 4, and 5 years. Latent growth curve models show that non-native German language children are characterized by reduced vocabulary at first assessment and lower progress compared to monolingual peers. Phonological working memory has a strong impact on all children's initial vocabulary but also on vocabulary growth in those whose parents speak German as an additional language. The effects of preschool and home learning environment are comparatively smaller. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/2