Maternal Literacy Practices and Vocabulary Development in Preschool Children

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division C - Section 1a: Literacy Virtual Poster Session

Abstract

Maternal literacy practices can significantly influence early childhood education, yet their role is underexplored in developing countries like Pakistan. This study examines the relationship between maternal literacy practices and vocabulary development in preschool children aged 3-5 years in Pakistan, addressing a significant gap in early childhood education research. Grounded in Tomasello's (2003) Usage-Based Theory of Language Acquisition, this mixed-methods study utilized the Peabody Picture Vocabulary Test, Leap Questionnaire, and observations of 20 mother-child dyads during 15-20 minute shared reading sessions. Findings suggest that while reading frequency influences language growth, the quality of shared reading has a greater impact on vocabulary acquisition and early literacy. This work offers crucial insights for culturally responsive literacy programs and guiding early education in Pakistan.

Authors

• Anosha Islam, Air University

• Lauren R. Franklin, Baby Talk Child Development Lab

• Fizza Farrukh, Air University