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

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Title: A Cross-Language Study of Decontextualized Vocabulary Comprehension in Toddlerhood and Kindergarten Readiness
Language: English
Authors: Friend, Margaret (ORCID 0000-0002-5477-041X), Smolak, Erin, Liu, Yushuang, Poulin-Dubois, Diane, Zesiger, Pascal
Source: Developmental Psychology. Jul 2018 54(7):1317-1333.
Availability: 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
Peer Reviewed: Y
Page Count: 17
Publication Date: 2018
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Contract Number: HD468058
DC007361
Document Type: Journal Articles
Reports - Research
Education Level: Kindergarten
Descriptors: 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, Vocabulary, Statistical Analysis
Geographic Terms: Switzerland, Canada, United States
Assessment and Survey Identifiers: MacArthur Communicative Development Inventory, Peabody Picture Vocabulary Test
DOI: 10.1037/dev0000514
ISSN: 0012-1649
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.
Abstractor: As Provided
Number of References: 92
Entry Date: 2018
Accession Number: EJ1183113
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Label: Title
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  Data: A Cross-Language Study of Decontextualized Vocabulary Comprehension in Toddlerhood and Kindergarten Readiness
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Friend%2C+Margaret%22">Friend, Margaret</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5477-041X">0000-0002-5477-041X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Smolak%2C+Erin%22">Smolak, Erin</searchLink><br /><searchLink fieldCode="AR" term="%22Liu%2C+Yushuang%22">Liu, Yushuang</searchLink><br /><searchLink fieldCode="AR" term="%22Poulin-Dubois%2C+Diane%22">Poulin-Dubois, Diane</searchLink><br /><searchLink fieldCode="AR" term="%22Zesiger%2C+Pascal%22">Zesiger, Pascal</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Psychology%22"><i>Developmental Psychology</i></searchLink>. Jul 2018 54(7):1317-1333.
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  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
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  Data: 2018
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  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
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  Data: HD468058<br />DC007361
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Skills%22">Vocabulary Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Surveys%22">Parent Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Disclosure+%28Individuals%29%22">Self Disclosure (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Check+Lists%22">Check Lists</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnostic+Tests%22">Diagnostic Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Language%22">Child Language</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Tests%22">Intelligence Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Ability%22">Verbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink><br /><searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22MacArthur+Communicative+Development+Inventory%22">MacArthur Communicative Development Inventory</searchLink><br /><searchLink fieldCode="SU" term="%22Peabody+Picture+Vocabulary+Test%22">Peabody Picture Vocabulary Test</searchLink>
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  Label: DOI
  Group: ID
  Data: 10.1037/dev0000514
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0012-1649
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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– Name: DateEntry
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  Data: 2018
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  Data: EJ1183113
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1183113
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        Value: 10.1037/dev0000514
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 1317
    Subjects:
      – SubjectFull: Toddlers
        Type: general
      – SubjectFull: Vocabulary Skills
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: School Readiness
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Longitudinal Studies
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      – SubjectFull: Parent Surveys
        Type: general
      – SubjectFull: Interviews
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      – SubjectFull: Self Disclosure (Individuals)
        Type: general
      – SubjectFull: Check Lists
        Type: general
      – SubjectFull: Computer Assisted Testing
        Type: general
      – SubjectFull: Diagnostic Tests
        Type: general
      – SubjectFull: Child Language
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Measures (Individuals)
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      – SubjectFull: Intelligence Tests
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Switzerland
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      – SubjectFull: Canada
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      – SubjectFull: United States
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      – SubjectFull: Peabody Picture Vocabulary Test
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      – TitleFull: A Cross-Language Study of Decontextualized Vocabulary Comprehension in Toddlerhood and Kindergarten Readiness
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