A Cross-Language Study of Decontextualized Vocabulary Comprehension in Toddlerhood and Kindergarten Readiness

Autor/inn/en	Friend, Margaret; Smolak, Erin; Liu, Yushuang; Poulin-Dubois, Diane; Zesiger, Pascal
Titel	A Cross-Language Study of Decontextualized Vocabulary Comprehension in Toddlerhood and Kindergarten Readiness
Quelle	In: Developmental Psychology, 54 (2018) 7, S.1317-1333 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Friend, Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000514
Schlagwörter	Toddlers; Vocabulary Skills; Vocabulary Development; Kindergarten; School Readiness; Emergent Literacy; Context Effect; Longitudinal Studies; Parent Surveys; Interviews; Self Disclosure (Individuals); Check Lists; Computer Assisted Testing; Diagnostic Tests; Child Language; Foreign Countries; Language Skills; Measures (Individuals); Intelligence Tests; Verbal Ability; Statistical Analysis; Switzerland; Canada; United States; MacArthur Communicative Development Inventory; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Aktiver Wortschatz; Wortschatzarbeit; Readiness for school; School ability; Schulreife; Frühleseunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Checkliste; Diagnostic test; Diagnostischer Test; 'Children''s language'; Kindersprache; Ausland; Language skill; Sprachkompetenz; Messdaten; Intelligence test; Intelligenztest; Mündliche Leistung; Statistische Analyse; Schweiz; Kanada; USA
Abstract	Recent studies demonstrate that emerging literacy depends on earlier language achievement. Importantly, most extant work focuses on "parent-reported production" prior to 30 months of age. Of interest is whether and how "directly assessed vocabulary comprehension" in the 2nd year of life supports vocabulary and kindergarten readiness in the 4th year. We first contrasted orthogonal indices of parent-reported production and directly assessed vocabulary comprehension and found that comprehension was a stronger predictor of child outcomes. We then assessed prediction from vocabulary comprehension controlling for maternal education, preschool attendance, and child sex. In 3 studies early, decontextualized vocabulary comprehension emerged as a significant predictor of 4th year language and kindergarten readiness accounting for unique variance above demographic control variables. Further we found that the effect of early vocabulary on 4th year kindergarten readiness was not mediated by 4th year vocabulary. This pattern of results emerged in English monolingual children (N = 48) and replicated in French monolingual (N = 58) and French-English bilingual children (N = 34). Our findings suggest that early, decontextualized vocabulary may provide a platform for the establishment of a conceptual system that supports both later vocabulary and kindergarten readiness, including the acquisition of a wide range of concepts including print and number. Differences between parent-reported and directly assessed vocabulary and the mechanisms by which decontextualized vocabulary may contribute to conceptual development are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01