Browse > Article
http://dx.doi.org/10.6115/fer.2020.031

Development and Validation of Parent-child Lexical Interaction Scale for Preschoolers (PLIS-P)  

Jung, Suji (Department of Child and Family Studies, Seoul National University)
Choi, Naya (Department of Child and Family Studies, Seoul National University)
Publication Information
Human Ecology Research / v.58, no.3, 2020 , pp. 429-445 More about this Journal
Abstract
This study developed and validated a 'Parent-child Lexical Interaction Scale for Preschoolers (PLIS-P)'. First, we developed the preliminary scale with 7 factors after reviewing previous literature related to vocabulary and literacy instruction for young children and reflected on feedback from child studies experts and mothers with young children. Subsequently, to validate the scale, the online survey was conducted on mothers with 5-to 6-year-old children who live in Seoul, Gyeonggi, Incheon, Gyeongsang, Chungcheong, Jeolla, Gangwon, and Jeju. Responses from 309 mothers were used to conduct exploratory and confirmatory factor analysis and correlation analysis. The results were as follows. First, the result of exploratory analysis showed that the model with 7 factors was satisfactory: (1) vocabulary exposure, (2) word elaboration, (3) scaffolding, (4) play activity, (5) conventional instruction, (6) word type awareness instruction, (7) word morphology instruction. Second, confirmatory factor analysis confirmed the good fit of the model. Third, the concurrent validity was confirmed by correlation analysis using EC-HOME. Last, the internal consistency reliability of each factor of PLIS-P was also confirmed. This study developed both a theoretical framework of parent-child lexical interaction and a Parent-child Lexical Interaction Scale for Preschoolers. This scale can be used by parents, practitioners, and researchers to acquire knowledge about interaction related to words between Korean parents and young children.
Keywords
parent-child interaction; vocabulary development; development and validation of scale; preschoolers;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Horvath, J. C. (2019). Stop talking, start influencing: 12 insights from brain science to make your message stick. East Gosford, AU: Exisle Publishing.
2 Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: relation to language input and gender. Developmental Psychology, 27 (2), 236-248. https://doi.org/10.1037/0012-1649.27.2.236   DOI
3 IBM Corp. (2017). IBM SPSS Statistics for Windows, Version 25.0. Armonk, NY: IBM Corp.
4 Jalongo, M. R. (2016). Early childhood language arts (6th edition). London, UK: Pearson.
5 Jimenez, R. T., Garcia, G. E., & Pearson, P. D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31 (1), 90-112.   DOI
6 Kim, S. Y. (2016). Fundamentals and extensions of structural equation modeling : with mplus examples. Seoul: Hakjisa.
7 Kim, J. M., & Kwak, K. (2007). Validity of the Korean early childhood home observation for measurement of the environment. Korean Journal of Child Studies, 28 (1), 115-128.
8 Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive parenting: establishing early foundations for social, communication, and independent problem-solving skills. Developmental Psychology, 42 (4), 627. https://doi.org/10.1037/0012-1649.42.4.627   DOI
9 Lee, J., & Kim, Y. (2005). The effects of explicit vocabulary instruction through picture book reading on young children's acquisition of words. The Journal of Korean Open Association for Early Childhood Education, 10 (4), 297-316.
10 Lee, J., Ma, S., Kim, S., & Jung, J. (2014). Language education for early childhood. Gyeongido: Gong-dong-chae.
11 Muthen, L. K., & Muthen, B. O. (1998-2011). Mplus user's guide. Sixth Edition. Los Angeles, CA: Muthen & Muthen.
12 LOONG, P. (2014). A study on the correlation between Korean word type recognition ability and word recognition ability for multilingual Korean language beginners in Hong Kong. Billingual Research, 55, 409-433. https://doi.org/10.17296/korbil.2014..55.409
13 Lyster, S. A. H. (2002). The effects of morphological versus phonological awareness training in kindergarten on reading development. Reading and Writing, 15 (3-4), 261-294. https://doi.org/10.1023/A:1015272516220   DOI
14 McBride-Chang, C., Tardif, T., Cho, J. R., Shu, H., Fletcher, P., Stokes, S. F., et al. (2008). What's in a word? Morphological awareness and vocabulary knowledge in three languages. Applied Psycholinguistics, 29 (3), 437-462. https://doi.org/10.1017/S014271640808020X   DOI
15 Ministry of Culture and Tourism (2000, July 7). Revised Romanization of Korean. Proclamation. Ministry of Culture and Tourism Proclamation No. 2000-8. Seoul: Ministry of Culture and Tourism.
16 Muscanto, I. (2019). The impact of Hanja: Based syllables on Korean vocabulary learning. The Korean Language in America, 22 (2), 99-121. https://doi.org/10.5325/korelangamer.22.2.0099   DOI
17 Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: implications for acquisition and instruction. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19-35). Hillsdale, N.J: Lawrence Erlbaum Associates.
18 Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
19 Neuman, S. B., Pinkham, A. M., & Kaefer, T. (2013). Building word and world knowledge in the early years. In K. Hall, T. Cremin, B. Comber & L. C. Moll (Eds.), International handbook or research on children's literacy (pp. 201-214). Hoboken, NJ: Wiley-Blackwell.
20 Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58 (10), 1-166. https://doi.org/10.2307/1166112   DOI
21 Bradley, R. H., & Caldwell, B. M. (1979). HOME observation for measurement of the environment a revision of the preschool scale. American Journal of Mental Deficiency, 84 (3), 235-244.
22 Bruner, J. S. (1983). Child's talk: learning to use language. New York, NY: W.W. Norton.
23 Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low income families. Child Development, 76 (4), 763-782. https://doi.org/10.1111/1467-8624.00498-i1   DOI
24 Nueman, S. B., & Dickinson, D. K. (2011). Handbook of early literacy research. New York, London: The Guilford Press.
25 Oh, Y. S. (2007). The status of infantile Chinese ideogram education. Han-character and Classical Written Language Education, 1 (18), 471-522.
26 Pan, B. A. (2011). Assessing vocabulary skills. In E. Hoff (Ed.), Research methods in child language: A practical guide (Vol. 9). West Sussex, UK: Blackwell Publishing Ltd.
27 Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child directed speech in vocabulary development. Child Development, 83 (5), 1762-1774. https://doi.org/10.1111/j.1467-8624.2012.01805.x   DOI
28 Rowe, M. L. (2013). Decontextualized language input and preschoolers' vocabulary development. Seminars in Speech and Language, 34 (4), 260-266. https://doi.org/10.1055/s-0033-1353444   DOI
29 Rowe, M. L., Leech, K. A., & Cabrera, N. (2017). Going beyond input quantity: Wh questions matter for toddlers' language and cognitive development. Cognitive Science, 41, 162-179. https://doi.org/10.1111/cogs.12349   DOI
30 Slobin, D. I. (1978). A case study of early language awareness. In A. Sinclair, R. J. Jarvella & W. J. M. Levelt (Eds.), The child's conception of language. New York, NY: Springer-Verlag.
31 Smith, C. L., & Tager-Flusberg, H. (1982). Metalinguistic awareness and language development. Journal of Experimental Child Psychology, 34 (3), 449-468. https://doi.org/10.1016/0022-0965(82)90071-6   DOI
32 Clark, E. V. (1978). Awareness of language: Some evidence from what children say and do. In A. Sinclair, R. J. Jarvella & W. J. M. Levelt (Eds.), The child's conception of language. New York, NY: Springer-Verlage.
33 Son, S. H., & Kim, M. S. (2012). The developmental and validity of the parent's literacy interaction rating scale for preschool children. Journal of the Korean Home Economics Association, 50 (7), 109-116. https://doi.org/10.6115/khea.2012.50.7.109   DOI
34 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   DOI
35 Caldwell, B. M., & Bradley, R. H. (2003). HOME inventory administration manual: Comprehensive Edition. Little Rock, AR: University of Arkansas for Medical Sciences.
36 Chang, Y. K., & Sung, J. H. (2011). The relative contribution of infants, mothers, and family socioeconomic characteristics on expressive vocabulary acquisition of 24-month-old infants. The Korean Journal of Developmental Psychology, 24 (2), 137-154.
37 Chen, X., Hao, M., Geva, E., Zhu, J., & Shu, H. (2009). The role of compound awareness in Chinese children's vocabulary acquisition and character reading. Reading and Writing, 22 (5), 615-631. https://doi.org/10.1007/s11145-008-9127-9   DOI
38 Choi, Y. J., & Choi, N. (2017). The influence of mother's belief, guidance, and use of resources about emergent and conventional writing on children's writing ability. Journal of Korean Home Management Association, 35 (2), 47-61. https://doi.org/10.7466/JKHMA.2017.35.2.47   DOI
39 Chow, B. W. Y., McBride-Chang, C., Cheung, H., & Chow, C. S. L. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology, 44 (1), 233-244. https://doi.org/10.1037/0012-1649.44.1.233   DOI
40 Flack, Z. M., Field, A. P., & Horst, J. S. (2018). The effects of shared storybook reading on word learning: A meta-analysis. Developmental Psychology, 54 (7), 1334-1346. https://doi.org/10.1037/dev0000512   DOI
41 Yi, K. (2003). The effects of word types on word recognition in Korean. The Korean Journal of Experimental Psychology, 15 (4), 479-498.
42 Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press.
43 Weizman, Z. O., & Snow, C. E. (2001). Lexical output as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37 (2), 265-279. https://doi.org/10.1037/0012-1649.37.2.265   DOI
44 Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69 (3), 848-872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x   DOI
45 Youn, C. T. (2014). The need for reestablishment of the notion of the lexicon and introduction of a lexeme in grammar education. Grammar Education, 20, 187-221.
46 Hancin-Bhatt, B., & Nagy, W. (1994). Lexical transfer and second language morphological development. Applied Psycholinguistics, 15 (3), 289-310. https://doi.org/10.1017/S0142716400065905   DOI
47 Gombert, J. E. (1992). Metalexical and Metasemantic development. In J. E. Gombert (Ed.), Metalinguistic development (pp. 63-134). Chicago, IL: University of Chicago Press.
48 Gunning, T. G. (2012). Creating literacy instruction for all students (5th ed.). Boston, MA: Allyn & Bacon.
49 Hall, K., Cremin, T., Comber, B., & Moll, L., C. (2013). International handbook or research on children's literacy, learning, and culture. Hoboken, NJ: Wiley-Blackwell.
50 Han, J., Park, J., Hyun, Y., Kwon, S., Park, K., Lee, S., et al. (2010). Teaching Korean vocabulary. Paju: Thaehaksa.
51 Harris, J., Golinkoff, R., M., & Hirsh-Pasek, K. (2011). Lessons from the crib for the classroom: How children really learn vocabulary. In S. B. Nueman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 3, pp. 49-82). New York, London: The Guilford Press.
52 Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes Publishing.
53 Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74 (5), 1368-1378. https://doi.org/10.1111/1467-8624.00612   DOI
54 Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26 (1), 55-88. https://doi.org/10.1016/j.dr.2005.11.002   DOI
55 Hong, S. O., & Heo, M. S. (2007). Parents' perception of extra-curricular activities at early childhood education institutions in accordance with social class. Journal of Korea Open Association for Early Childhood Education, 12 (6), 215-236.