Examination of Factors That Predict Receptive Vocabulary Knowledge of Children Who Attend Head Start Programs

IF 0.7 4区 医学 Q4 REHABILITATION Communication Disorders Quarterly Pub Date : 2023-03-28 DOI:10.1177/15257401231161590
Lisa M Bowers, S. Robinson, Madilyn Metcalf
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Abstract

Income-based childcare programs provide children access to developmentally appropriate and vocabulary-rich literacy experiences. For this study, participating Head Start Centers requested families complete a weekly home literacy log to encourage vocabulary-rich shared book reading activities in the home. Using participant characteristics, including literacy log competition, this study examined which factors adequately predicted vocabulary growth as measured by Peabody Picture Vocabulary Test–Fourth Edition standard scores. Results indicated that vocabulary increased significantly for children who were enrolled in participating Head Start Pre-Kindergarten (Pre-K) programs. Important predictors of the magnitude of vocabulary growth during an academic year included sex, language(s) spoken in the home, and completion of home literacy logs. Clinical implications of this study would warrant recommending home literacy logs as a component of holistic Head Start programming, as completion of literacy logs emerged as an important variable in predicting the magnitude of vocabulary growth second only to race and sex.
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对参加学前教育项目的儿童接受性词汇知识预测因素的调查
以收入为基础的儿童保育计划为儿童提供适合发展和词汇丰富的识字体验。在这项研究中,参与的Head Start中心要求家庭每周完成一次家庭识字日志,以鼓励在家中进行词汇丰富的共享图书阅读活动。本研究利用参与者特征,包括识字日志竞争,通过皮博迪图片词汇测试——第四版标准分数,检验了哪些因素能够充分预测词汇增长。结果表明,参加学前教育项目的儿童的词汇量显著增加。一学年中词汇增长幅度的重要预测因素包括性别、家庭语言和家庭识字日志的完成情况。这项研究的临床意义将保证推荐家庭识字日志作为整体领先计划的一个组成部分,因为识字日志的完成情况成为预测仅次于种族和性别的词汇增长幅度的一个重要变量。
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来源期刊
CiteScore
1.90
自引率
0.00%
发文量
27
期刊介绍: Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.
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