Quality of Shared Book Reading and Home Language Vocabulary Among Low-Income Preschool-Age Dual Language Learners

• In Event: Bridging Worlds of Words: Insights from Bilingual, Multimedia, and Meta-Analytic Research

Abstract

This study examined the impact of maternal language input during shared book reading on the home language vocabulary of low-income Mexican American and Chinese American preschool-age dual language learners (DLLs). We examined mothers’ conceptual and linguistic complexities, focusing on cognitive demand levels of questions (yes/no, referential, behavioral, and inferential) and vocabulary. Participants included 133 DLLs and their mothers. Findings showed both groups utilized various cognitively demanding questions. Increased maternal home language vocabulary diversity was related to greater child home language use during reading, potentially boosting vocabulary. Moderate cognitive demand questions were most effective in eliciting child home language output and improving vocabulary. These findings highlight the significance of cultural contexts and linguistic features in fostering home language development.

Authors

• Emily Mak, Texas A&M University

• Qing Zhou, University of California - Berkeley

• Yuuko Uchikoshi, University of California - Davis