The Influence Of Home Reading Environment On Receptive Vocabulary Development Of 3-5 Years Old Children

Early childhood is an important stage of vocabulary development.Children with below-average pre-school vocabulary are more likely to have reading and spelling problems,and the development of early vocabulary skills significantly predicts reading and writing levels in adulthood.Children’s vocabulary development is influenced by many factors,especially family factors.Family reading environment includes the number of books,the frequency and quality of shared reading,the quality of adult discourse and other factors that affect children’s vocabulary development.Studies have shown that the influence of language environment on children’s vocabulary development will gradually weaken with the growth of children’s age.As a part of the language environment,will the influence of various dimensions on the vocabulary development of the family reading environment change with the growth of children’s age? This problem becomes the core issue of this study.By means of questionnaire survey and test,this study longitudinal tracked 80 children from 4 public kindergartens in H City,and applied descriptive analysis,one-way repeated variance analysis,correlation analysis and other methods to investigate the basic characteristics and correlation between the level of receptive vocabulary and family reading environment of 3-5 years old children.The latent variable growth model was adopted to understand the developmental trajectory of the receptive vocabulary level of children aged 3-5,and the influence of the family reading environment and its dimensions on the developmental trajectory of receptive vocabulary was investigated.The results showed that:1.The overall score for the home reading environment was average.Most parents have positive attitudes and agree with the importance of family reading environment,but the quality of family reading activities is low.There are significant differences in the reading environment and its dimensions in different families.The home reading environment showed moderate stability.2.3 to 5 years old,children’s receptive vocabulary level is constantly improving,showing phased development.The initial level of children’s receptive vocabulary shows obvious differences between individuals,but there is no difference between individuals in the rate of change later.3.The total score of family reading environment and family reading resources can predict the initial level of receptive vocabulary level,while the family reading environment and its dimensions can not predict the development rate of receptive vocabulary of children aged 3-5 years.The following conclusions can be drawn:1.There is room for further improvement in the family reading environment.2.Children’s receptive vocabulary level is constantly improving,showing stages.3.The family reading environment has a certain influence on the development trajectory of receptive vocabulary.