Knowledge of storybooks as a predictor of young children's vocabulary.

Abstract

Shared book reading provides a rich source of linguistic stimulation for young children. The authors examined whether variations in knowledge of storybooks (assumed to index factors such as frequency of shared reading) were related to vocabulary scores for 3- to 6-year-olds. In Experiment 1, parents' knowledge of storybooks explained unique variance in children's receptive vocabulary scores after controlling for children's analytic intelligence, parents' exposure to adult reading material, and parents' education. In Experiment 2, children's knowledge of storybooks explained unique variance in their receptive and expressive vocabulary scores after controlling for parents' exposure to print and socioeconomic status level. Children's knowledge of storybooks indexed cognitive factors as well as exposure. The findings obtained in the 2 experiments suggest that storybook experiences during the preschool years may be an important influence on the development of children's language skills.

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