Browsing by Author "Jaakola, Sara"

Parents are young child’s most important communication partners. When parents use rich and diverse language it enhances child’s language development. The aim of this study was to examine if using a different kind of supporting forms (shared book reading, storytelling and singing) by parents enhances typically developed (2;6–3;6 years) children’s receptive vocabulary, receptive language and/or expressive vocabulary. Research data consists of 50 typically developed monolingual Finnish-speaking children, a sub-group of participants of LEINIKKI Study. Parent’s usage of language supporting forms was examined by Supporting children’s language development at home -form. Children’s receptive vocabulary skills were assessed by Wechsler Preschool and Primary Scale of Intelligence III (WPPSI-III) subtest of Receptive Vocabulary. Children’s receptive language skills were assessed by the receptive part of the Reynell Developmental Language Scales III. Children’s expressive vocabulary were assessed by WPPSI-III subtest of Picture Naming and LEINIKKI -method’s vocabulary section. The data was analysed statistically. Methods included independent samples t-tests, Mann-Whitney U-tests and linear regression analysis. In this research children, whose parents read books often with child, got statistically significantly higher scores in tests of receptive vocabulary, receptive language, and expressive vocabulary than children, whose parents read books seldom with child. Children, whose parents tell stories often, got statistically significantly higher scores of expressive vocabulary measured by LEINIKKI meth-od’s vocabulary section than children, whose parents tell stories seldom. There were no group differences in language skills between children, whose parents sing often or seldom. Shared book reading and storytelling develops child’s language skills. These research findings can be utilized when encouraged parents to read aloud books and telling stories to the child. It is important to research this topic more with larger data to get more information about connection of parent’s language supporting forms to preschool age child’s language skills.