Reciprocal Relationships between Nonword Repetition and Vocabulary during the Preschool Years

Autor/inn/en	Verhagen, Josje; Boom, Jan; Mulder, Hanna; de Bree, Elise; Leseman, Paul
Titel	Reciprocal Relationships between Nonword Repetition and Vocabulary during the Preschool Years
Quelle	In: Developmental Psychology, 55 (2019) 6, S.1125-1137 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000702
Schlagwörter	Correlation; Word Recognition; Repetition; Vocabulary; Preschool Children; Foreign Countries; Item Response Theory; Structural Equation Models; Scores; Predictor Variables; Vocabulary Development; Phonological Awareness; Preschool Education; Early Childhood Education; Language Acquisition; Knowledge Level; Netherlands + Suchen Sie Ihr Suchwort? Korrelation; Worterkennung; Wiederholung; Wortschatz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Item-Response-Theorie; Prädiktor; Wortschatzarbeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sprachaneignung; Spracherwerb; Wissensbasis; Niederlande
Abstract	The aim of this longitudinal study is to evaluate 3 views on the relationship between nonword repetition and vocabulary: (i) the storage-based view that considers nonword repetition, a measure of phonological storage, as the driving force behind vocabulary development, (ii) the lexical restructuring view that considers improvements in nonword repetition as the result of vocabulary growth, and (iii) the "combined" view that assumes that both storage-based learning and lexical restructuring play a role, resulting in reciprocal relationships between nonword repetition and vocabulary during language development. Data are analyzed from 471 monolingual Dutch children who performed tasks assessing nonword repetition and vocabulary at yearly intervals, from ages 2 to 5. Latent Change Score (LCS) modeling of Item Response Theory-scaled scores was used to investigate the relationships between nonword repetition and vocabulary growth over time. Additionally, the statistical techniques used in earlier work--cross-lagged and latent growth modeling--were applied to see whether the results changed as a function of the analytical technique used. Results from a bivariate LCS model showed positive reciprocal influences from nonword repetition on vocabulary between 2 and 5 years. Such positive cross-influences also emerged from the cross-lagged and latent growth models. Predictive relationships from vocabulary to nonword repetition were stronger than vice versa. These results indicate that both storage-based learning and lexical restructuring play a role in vocabulary learning, at least in early stages of language development, with the clearest support found for lexical restructuring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01