KMID : 1036820220270010014
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Communication Sciences & Disorders 2022 Volume.27 No. 1 p.14 ~ p.26
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The Effect of Home Literacy Environment on Receptive and Expressive Vocabulary Skills in Preschool Children
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Kim Shin-Young
Chae Mi-Seon Yim Dong-Sun
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Abstract
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Objectives: This study examined which factors in the home literacy environment significantly predicted children¡¯s receptive and expressive vocabulary skills.
Methods: A total of 45 dyads of children and parents participated in this study. A questionnaire was used to investigate the home literacy environment (Greenberg & Weitzman, 2014), and standardized receptive and expressive vocabulary tests (Kim et al., 2009) were administered to assess the children¡¯s vocabulary skills. The Pearson product-moment correlation coefficient was calculated to examine the correlation between children¡¯s vocabulary skills and home literacy sub-items, a stepwise multiple regression analysis was conducted to verify the predicting factors for the children¡¯s receptive and expressive vocabulary skills.
Results: The results showed that receptive vocabulary scores were significantly correlated with the parents¡¯ use of questions and child¡¯s reading attitude during book reading; whereas expressive vocabulary scores were significantly correlated with the frequent and repetitive book reading, and children¡¯s attentive reading attitude during book reading. Children¡¯s positive and active participation was a significant factor explaining receptive vocabulary scores. There were no factors that significantly explained children¡¯s expressive vocabulary scores.
Conclusion: This study¡¯s results suggest that children¡¯s active participation in book reading was the most important factor predicting children¡¯s receptive vocabulary skills, and confirmed that it is vital for parents to positively encourage children to participate actively while reading a book.
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KEYWORD
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Home literacy environment, Shared book reading, Preschool children, Vocabulary skills, Reading attitude
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