Family Literacy and Differential Effects: The Role of Vocabulary Knowledge

• In Event: Poster Session 4
  In Poster Session: Issues in Education and Leadership

Abstract

This quasi-experimental study examined whether participation in a family literacy program (FLP) had differential effects on the academic learning of preschool to grade 2 children. Findings revealed that children with the lowest level of vocabulary knowledge achieved the greatest gains on a standardized measure of vocabulary knowledge and a measure of early literacy skills. These gains represent a substantial decrease in the vocabulary gap (equivalent to 2.19 standard deviations). Thus, findings suggest that children with limited vocabulary knowledge receive the greatest benefit of parent participation in an FLP. Further, results hold promise in determining effective ways to diminish the vocabulary gap between children with limited and extensive vocabulary knowledge and in turn, the achievement gap.

Authors

• Lisa O'Brien, Boston University

• Jeanne R. Paratore, Boston University

• Christina Cassano, Boston University

• Christine Leighton, Emmanuel College

• Barbara Krol-Sinclair, Boston University

• Jennifer Greif Green, Boston University