Developmental Cascades of Joint Book Reading, Approaches to Learning, and Language Development

• In Event: Poster Session 10
  In Poster Session: Issues in Early Education and Child Development

Abstract

This study examined a developmental cascade model among joint book reading, approaches to learning, and language development. The Head Start Family and Child Experiences Survey (FACES—2003 Cohort) was used to test the developmental cascade model. One cascade effect involving the three domains emerged. That is, approaches to learning measured at program entry predicted young children’s receptive vocabulary in the first year of kindergarten with the effect mediated by book reading frequency measured at program exit. Findings suggest that approaches to learning as a component of school readiness deserves more attention. Findings also underscore the importance of joint book reading in language development. Finally, this study has implications for the timing and the domains of intervention implementation.

Author

• Christine Meng, University of Wisconsin - Madison