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Supporting the Development of Receptive Vocabulary and Family Literacy among Children Ages 4 and 5 with General Developmental Delay: A Collaborative Project with Families

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Title: Supporting the Development of Receptive Vocabulary and Family Literacy among Children Ages 4 and 5 with General Developmental Delay: A Collaborative Project with Families
Language: English
Authors: Judith Beaulieu, Noémia Ruberto, Josianne Veilleux, Marilyn Dupuis-Brouillette
Source: Journal of Education and Learning. 2025 14(5):86-99.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Preschool Children, Developmental Delays, Receptive Language, Communication Skills, Language Skills, Family Attitudes, Family Environment, Family Influence, Family Literacy, Response to Intervention, Inquiry, Intelligence Tests, Vocabulary, Verbal Ability, Family Programs, Language Acquisition
Geographic Terms: Canada
Assessment and Survey Identifiers: Peabody Picture Vocabulary Test
ISSN: 1927-5250
1927-5269
Abstract: Because language-related skills in early childhood can predict reading and writing skills in school, as well as social engagement in adulthood, it is important to implement concrete actions to assist in the development of language skills among these children (Council of Ministers of Education, Canada [CMEC], 2021). Knowledge of existing research can help guide the planning of individualized support for families when it comes to expanding their child's receptive vocabulary. This article describes the results of a two-year research project exploring the evolution of a support structure for families, of receptive vocabulary for children through Peabody testing (PPVT-R; Dunn & Dunn, 1981), and of the literacy habits (speaking, reading and writing) of families via a questionnaire. The results of this mixed method research reveal that all of these parents require significant support. The children have increased the frequency at which they read, as well as the frequency at which they leaf through books. Among the most telling results, we saw that most of the children in the study have expanded their receptive vocabulary in the books they read.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484845
Database: ERIC
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  Data: Supporting the Development of Receptive Vocabulary and Family Literacy among Children Ages 4 and 5 with General Developmental Delay: A Collaborative Project with Families
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  Data: <searchLink fieldCode="AR" term="%22Judith+Beaulieu%22">Judith Beaulieu</searchLink><br /><searchLink fieldCode="AR" term="%22Noémia+Ruberto%22">Noémia Ruberto</searchLink><br /><searchLink fieldCode="AR" term="%22Josianne+Veilleux%22">Josianne Veilleux</searchLink><br /><searchLink fieldCode="AR" term="%22Marilyn+Dupuis-Brouillette%22">Marilyn Dupuis-Brouillette</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning%22"><i>Journal of Education and Learning</i></searchLink>. 2025 14(5):86-99.
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Delays%22">Developmental Delays</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Attitudes%22">Family Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Influence%22">Family Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Literacy%22">Family Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Response+to+Intervention%22">Response to Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Tests%22">Intelligence Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Ability%22">Verbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Programs%22">Family Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink>
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  Data: Because language-related skills in early childhood can predict reading and writing skills in school, as well as social engagement in adulthood, it is important to implement concrete actions to assist in the development of language skills among these children (Council of Ministers of Education, Canada [CMEC], 2021). Knowledge of existing research can help guide the planning of individualized support for families when it comes to expanding their child's receptive vocabulary. This article describes the results of a two-year research project exploring the evolution of a support structure for families, of receptive vocabulary for children through Peabody testing (PPVT-R; Dunn & Dunn, 1981), and of the literacy habits (speaking, reading and writing) of families via a questionnaire. The results of this mixed method research reveal that all of these parents require significant support. The children have increased the frequency at which they read, as well as the frequency at which they leaf through books. Among the most telling results, we saw that most of the children in the study have expanded their receptive vocabulary in the books they read.
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  Data: 2025
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  Data: EJ1484845
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      – Text: English
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        PageCount: 14
        StartPage: 86
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Developmental Delays
        Type: general
      – SubjectFull: Receptive Language
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Family Attitudes
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      – SubjectFull: Family Environment
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      – SubjectFull: Family Influence
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      – SubjectFull: Family Literacy
        Type: general
      – SubjectFull: Response to Intervention
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      – SubjectFull: Inquiry
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      – SubjectFull: Intelligence Tests
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      – SubjectFull: Vocabulary
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      – SubjectFull: Verbal Ability
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      – SubjectFull: Family Programs
        Type: general
      – SubjectFull: Language Acquisition
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      – SubjectFull: Canada
        Type: general
      – SubjectFull: Peabody Picture Vocabulary Test
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      – TitleFull: Supporting the Development of Receptive Vocabulary and Family Literacy among Children Ages 4 and 5 with General Developmental Delay: A Collaborative Project with Families
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