The Reciprocal Relation Between Joint Book Reading and Receptive Vocabulary

• In Event: 60.084 - Roundtable Session 20
  In Roundtable Session: 60.084-20 - Early Literacy: Vocabulary

Abstract

This study aimed to understand the reciprocal, bidirectional longitudinal relation between joint book reading and English receptive vocabulary. The Head Start Family and Child Experiences Survey (FACES—2003 Cohort) was used for analysis. A parallel process model was utilized to examine the growth factors of joint book reading and receptive vocabulary in parallel. Three significant findings emerged: (1) Initial levels of English receptive vocabulary and joint book reading positively covaried; (2) English receptive vocabulary and joint book reading positively and reciprocally influenced each other; And (3) slopes for joint book reading and English receptive vocabulary negatively covaried. Results suggest that a longitudinal and bidirectional relation between joint book reading and Head Start children’s English receptive vocabulary.

Author

• Christine Meng, Edgewood College