Login | Register

Links Between Parent-Child Storybook Reading and Children’s Vocabulary Acquisition and Writing Skills

Title:

Links Between Parent-Child Storybook Reading and Children’s Vocabulary Acquisition and Writing Skills

Bazurto Martinez, Angie Xilena (2025) Links Between Parent-Child Storybook Reading and Children’s Vocabulary Acquisition and Writing Skills. Masters thesis, Concordia University.

[thumbnail of Bazurto_MA_S2025.pdf]
Preview
Text (application/pdf)
Bazurto_MA_S2025.pdf - Accepted Version
Available under License Spectrum Terms of Access.
1MB

Abstract

In this study, 55 parents completed a Title Recognition Test (TRT) to measure their familiarity with children’s books, serving as a proxy for children’s exposure to storybooks at home. At school, children participated in three shared storybook reading sessions, with each session focusing on a new target vocabulary word. After each storybook reading at school, children were asked to write a response reflecting what they learned from the book. The story responses were later scored for lexical diversity (Type-Token Ratio) and invented spelling sophistication (using an adaptation from Gentry and Ouellette’s Monster Test, 2019). Vocabulary learning was also assessed by directly measuring target word definitions during a post-test activity. The findings revealed that children whose parents scored better on the TRT showed significantly greater lexical diversity in their responses. In addition, they demonstrated better learning of the target vocabulary introduced during the reading sessions at school. Conversely, children’s invented spelling was unrelated to their parents’ TRT scores. These results suggest that spelling may be more influenced by explicit instruction in letters and sounds, as found in previous research. Taken together, this study enriches our understanding of how parent-child shared reading experiences relate to children’s vocabulary use in writing. It also promotes free writing activities as valuable tools for assessing early literacy development.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Bazurto Martinez, Angie Xilena
Institution:Concordia University
Degree Name:M.A.
Program:Education
Date:April 2025
Thesis Supervisor(s):Martin-Chang, Sandra
ID Code:995450
Deposited By: Angie Bazurto Martinez
Deposited On:17 Jun 2025 16:41
Last Modified:17 Jun 2025 16:41

References:

Anglin, J. M., Miller, G. A., & Wakefield, P. C. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58(10), 1–186. https://doi.org/10.2307/1166112
Arnold, D. H., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86(2), 235–243. https://doi.org/10.1037/0022-0663.86.2.235
Barbarin, O. A., Early, D., Clifford, R., Bryant, D., Frome, P., Burchinal, M., Howes, C., & Pianta, R. (2008). Parental conceptions of school readiness: relation to ethnicity, socioeconomic status, and children’s skills. Early Education and Development, 19(5), 671–701. https://doi.org/10.1080/10409280802375257
Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2020). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Pearson.
Bear, D., & Templeton, S. (1998). Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling, and vocabulary. The Reading Teacher, 52(3), 222-242.
Berninger, V. W., Abbott, R. D., Abbott, S. P., Graham, S., & Richards, T. (2002). Writing and Reading: Connections Between Language by Hand and Language by Eye. Journal of Learning Disabilities, 35(1), 39-56. https://doi.org/10.1177/0022219402035001
Berninger, V. W., & Swanson, H. L. (1994). Modifying Hayes and Flower’s model of skilled writing to explain beginning and developing writing. Advances in Cognition and Educational Practice, 2, 57–81.
Bestgen, Y. (2024). Back to Basics in Measuring Lexical Diversity: Too Simple to Be True. Applied Linguistics, 45(5), 926–932. https://doi.org/10.1093/applin/amae053
Bialystok, E. (1995). Making concepts of print symbolic: Understanding how writing represents language. First Language, 15(45), 317–338. https://doi.org/10.1177/014272379501504504
Bowman, M., & Treiman, R. (2002). Relating print and speech: The effects of letter names and word position on reading and spelling performance. Journal of Experimental Child Psychology, 82(4), 305-340. https://doi.org/10.1016/S0022-0965(02)00101-7
Bus, A. G., Van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21. https://doi.org/10.3102/00346543065001001
Dawson, N., Hsiao, Y., Tan, A. W. M., Banerji, N., & Nation, K. (2023). Effects of target age and genre on morphological complexity in children’s reading material. Scientific Studies of Reading, 27(6), 529–556. https://doi.org/10.1080/10888438.2023.2206574
Dich, N., & Cohn, A. C. (2013). A review of spelling acquisition: Spelling development as a source of evidence for the psychological reality of the phoneme. Lingua, 133, 213–229. https://doi.org/10.1016/j.lingua.2013.04.010
Ehri, L. C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20(3), 19-36. https://doi.org/10.1097/00011363-200020030-00005
Ehri, L. C. (2005). Learning to Read Words: Theory, Findings, and Issues. Scientific Studies of Reading, 9(2), 167–188. https://doi.org/10.1207/s1532799xssr0902_4
Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55(S1), S45–S60. https://doi.org/10.1002/rrq.334
Ehri, L. C., & McCormick, S. (2006). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading & Writing Quarterly: Overcoming Learning Difficulties, 14(2), 135–163. https://doi.org/10.1080/1057356980140202
Evans, M. A., & Saint-Aubin, J. (2005). What children are looking at during shared storybook reading. Psychological Science, 16(11), 913–920. https://doi.org/10.1111/j.1467-9280.2005.01636.x
Evans, M. A., & Saint-Aubin, J. (2013). Vocabulary acquisition without adult explanations in repeated shared book reading: An eye movement study. Journal of Educational Psychology, 105(3), 596–608. https://doi.org/10.1037/a0032465
Feitelson, D., Goldstein, Z., Iraqi, J., & Share, D. L. (1993). Effects of listening to story reading on aspects of literacy acquisition in a diglossic situation. Reading Research Quarterly, 28(1), 70–79. https://doi.org/10.2307/747817
Gentry, J. R. (1982). An analysis of developmental spelling in GNYS AT WRK. Reading Teacher, 36(2), 192–200.
Gentry, J. R. (2006). Breaking the code: The new science of beginning reading and writing. Heinemann.
Gentry, J. R., & Ouellette, G. P. (2019). Brain words: How the science of reading informs teaching (1st ed.). Pembroke Publishers.
Gentry, R. (1978). Early spelling strategies. The Elementary School Journal, 79(2), 88–92. https://doi.org/10.1086/461136
Gentry, R. (2000). A retrospective on invented spelling and a look forward. The Reading Teacher, 54(3), 318–332.
Graham, K. M., & Eslami, Z. (2022). Using the Simple View of Writing for Explaining English L2 Writing Variation. Reading Psychology, 43(7), 523–540. https://doi.org/10.1080/02702711.2022.2126573
Graham, S. (2019). Changing How Writing Is Taught. Review of Research in Education, 43(1), 277-303. https://doi.org/10.3102/0091732X18821125
Guo, K., & Mackenzie, N. (2015). Signs and Codes in Early Childhood: An Investigation of Young Children's Creative Approaches to Communication. Australasian Journal of Early Childhood, 40(2), 78-87. https://doi.org/10.1177/183693911504000210
Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75–90. https://doi.org/10.1016/s0885-2006(99)00038-1
Henderson, E. H., & Templeton, S. (1986). A developmental perspective of formal spelling instruction through alphabet, pattern, and meaning. The Elementary School Journal, 86(3), 305–316. https://doi.org/10.1086/461451

Hess, C. W., Ritchie, K. P., & Landry, R. G. (1984). The type-token ratio and vocabulary performance. Psychological Reports, 55(1), 51–57. https://doi.org/10.2466/pr0.1984.55.1.51
Huebner, C. E. (2000). Promoting toddlers’ language development through Community-Based Intervention. Journal of Applied Developmental Psychology, 21(5), 513–535. https://doi.org/10.1016/s0193-3973(00)00052-6
Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78(4), 243–255. https://doi.org/10.1037/0022-0663.78.4.243
Justice, L. M., & Ezell, H. K. (2000). Enhancing children’s print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9(3), 257–269. https://doi.org/10.1044/1058-0360.0903.257
Justice, L. M., & Ezell, H. K. (2001). Written language awareness in preschool children from low-income households: A descriptive analysis. Communication Disorders Quarterly, 22(3), 123–134. https://doi.org/10.1177/15257401010220030
Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11(1), 17–29. https://doi.org/10.1044/1058-0360(2002/003)
Justice, L. M., & Ezell, H. K. (2004). Print referencing: An emergent literacy enhancement strategy and its clinical applications. Language, Speech, and Hearing Services in Schools, 35(2), 185–193. https://doi.org/10.1044/0161-1461(2004/018)
Landsmann, L. T., & Karmiloff-Smith, A. (1992). Children's understanding of notations as domains of knowledge versus referential-communicative tools. Cognitive Development, 7(3), 287–300. https://doi.org/10.1016/0885-2014(92)90017-L
Levin, I., & Bus, A. G. (2003). How is emergent writing based on drawing? Analyses of children's products and their sorting by children and mothers. Developmental Psychology, 39(5), 891–905. https://doi.org/10.1037/0012-1649.39.5.891
Liao, C., Chang, K., Huang, Y., & Sung, Y. (2020). Electronic storybook design, kindergartners’ visual attention, and print awareness: An eye-tracking investigation. Computers & Education, 144, 103703. https://doi.org/10.1016/j.compedu.2019.103703
Martin-Chang, S., & Gould, O. N. (2012). Reading to children and listening to children read: Mother–child interactions as a function of principal reader. Early Education & Development, 23(6), 855–876. https://doi.org/10.1080/10409289.2011.578911
Meyer, L. A., Wardrop, J. L., Stahl, S. A., & Linn, R. L. (1994). Effects of reading storybooks aloud to children. The Journal of Educational Research, 88(2), 69–85. https://doi.org/10.1080/00220671.1994.9944821
Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890
Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19(3), 304–330. https://doi.org/10.2307/747823
Ouellette, G., & Sénéchal, M. (2017). Invented spelling in kindergarten as a predictor of reading and spelling in Grade 1: A new pathway to literacy, or just the same road, less known? Developmental Psychology, 53(1), 77–88. https://doi.org/10.1037/dev0000179
Patel, S., Segal, A., & Martin-Chang, S. (2021). “I love this story!” Examining parent-child interactions during storybook reading. Early Education and Development, 32(3), 385–401. https://doi.org/10.1080/10409289.2020.1755159
Perfetti, C. (2007). Reading ability: lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357–383. https://doi.org/10.1080/10888430701530730
Perruchet, P., & Pacton, S. (2006). Implicit learning and statistical learning: one phenomenon, two approaches. Trends in Cognitive Sciences, 10(5), 233-238. https://doi.org/10.1016/j.tics.2006.03.006
Phillips, G., & McNaughton, S. (1990). The practice of storybook reading to preschool children in mainstream New Zealand families. Reading Research Quarterly, 25(3), 196–212. https://doi.org/10.2307/748002
Pick, A. D., Unze, M. G., Brownell, C. A., Drozdal, J. G., & Hopmann, M. R. (1978). Young children's knowledge of word structure. Child Development, 49(3), 669–680. https://doi.org/10.2307/1128234
Read, C. (1975). Children's Categorization of Speech Sounds in English. NCTE Committee on Research Report No. 17. National Council of Teachers of English.
Reese, E., Suggate, S., Long, J., & Schaughency, E. (2010). Children’s oral narrative and reading skills in the first 3 years of reading instruction. Reading and Writing, 23, 627–644. https://doi.org/10.1007/s11145-009-9175-9
Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14(3), 245–302. https://doi.org/10.1006/drev.1994.1010
Sénéchal, M. (1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language, 24(1), 123–138. https://doi.org/10.1017/S0305000996003005
Sénéchal, M., & LeFevre, J.-A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445–460. https://doi.org/10.1111/1467-8624.00417
Sénéchal, M., & LeFevre, J.-A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85(4), 1552–1568. https://doi.org/10.1111/cdev.12222
Sénéchal, M., LeFevre, J.-A., Hudson, E., & Lawson, E. P. (1996). Knowledge of storybooks as a predictor of young children's vocabulary. Journal of Educational Psychology, 88(3), 520–536. https://doi.org/10.1037/0022-0663.88.3.520
Shapiro, J., Anderson, J., & Anderson, A. (1997). Diversity in parental storybook reading. Early Child Development and Care, 127(1), 47–58. https://doi.org/10.1080/0300443971270105
Share, S. L., & Gur, T. (1999). How Reading Begins: A Study of Preschoolers’Print Identification Strategies. Cognition and instruction, 17(2), 177-213. https://doi.org/10.1207/S1532690XCI170202
Simmons, F. R., Soto-Calvo, E., Adams, A.-M., Francis, H. N., Patel, H., & Giofrè, D. (2023). Examining associations between preschool home literacy experiences, language, cognition, and early word reading: Evidence from a longitudinal study. Early Education and Development, 34(1), 152–180. https://doi.org/10.1080/10409289.2021.2003623
Stellakis, N., & Kondyli, M. (2004). The emergence of writing: Children’s writing during the pre-alphabetic spelling phase. L1-Educational Studies in Language and Literature, 4, 129–150. https://doi.org/10.1007/s10674-004-1629-z
Templin, M. C. (1957). Certain Language Skills in Children: Their Development and Interrelationships (Vol. 26). University of Minnesota Press.
Treiman, R. (1998). Why spelling? The benefits of incorporating spelling into beginning reading instruction. In L. C. Ehri & J. L. Metsala (Eds.), Word recognition in beginning literacy (pp. 289–313). Lawrence Erlbaum Associates.
Treiman, R., & Bourassa, D. (2000). Children's written and oral spelling. Applied Psycholinguistics, 21(2), 183-204. https://doi.org/10.1017/S0142716400002022
University of Oregon. (2021). DIBELS 8th Edition. https://dibels.uoregon.edu
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, J.-S. Vera, S. Sylvia, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Wasik, B. A., & Hindman, A. H. (2011). Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development. Journal of Educational Psychology, 103(2), 455–469. https://doi.org/10.1037/a0023067
Zhang, C., Bingham, G. E., & Quinn, M. F. (2017). The associations among preschool children’s growth in early reading, executive function, and invented spelling skills. Reading and Writing, 30, 1705–1728. https://doi.org/10.1007/s11145-017-9746-0
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Downloads per month over past year

Research related to the current document (at the CORE website)
- Research related to the current document (at the CORE website)
Back to top Back to top