ERIC Number: EJ1079695
Record Type: Journal
Publication Date: 2013-Jun
Abstractor: As Provided
Reference Count: 72
Parent-Child Book Reading across Early Childhood and Child Vocabulary in the Early School Years: Findings from the Longitudinal Study of Australian Children
Farrant, Brad M.; Zubrick, Stephen R.
First Language, v33 n3 p280-293 Jun 2013
Vocabulary knowledge is a critical component of school readiness. The current study investigated the extent to which low levels of joint attention in infancy and parent-child book reading across early childhood increase the risk of children having poor vocabulary around the time of school entry. Relevant data from the Longitudinal Study of Australian Children were available for 2369 children (1211 boys) who had a median age of 9 months (M = 9.3 months, SD = 2.1 months) at wave 1 and a median age of 58 months (M = 58.0 months, SD = 2.5 months) at wave 3. As hypothesised, children who had low levels of joint attention at wave 1 were significantly more likely to have poor receptive vocabulary at wave 3. Furthermore, children who had low levels of parent-child book reading across early childhood were two and a half times more likely to have poor vocabulary at wave 3. These results converge with the findings of training studies and underline the importance of educating current and future parents about the pivotal roles of joint attention and parent-child book reading for children's language development and hence their readiness for school.
Descriptors: Parent Child Relationship, Story Reading, Foreign Countries, School Readiness, Role, Language Acquisition, Infants, Young Children, Longitudinal Studies, Receptive Language, Vocabulary Development, Correlation, Verbal Ability, Intelligence Tests, Vocabulary
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Communication and Symbolic Behavior Scales; Peabody Picture Vocabulary Test