Work

Leveraging conversations: The role of extended feedback and linguistic structures in prekindergartners' vocabulary development

Year: 2026

Type: article

Abstract: This study investigated the unique and combined contributions of extended teacher feedback—information, expansion, and vocabulary comments, along with follow-up questions—and associated linguistic structures (lexical diversity, complex syntax, and high-utility academic vocabulary) to preschoolers’ vocabulary development. Book reading conversations from 34 classrooms (N = 509 children) were transcribed and coded. Information feedback was positively associated with lexical diversity and complex syntax, while follow-up questions were associated with greater use of high-utility academic vocabulary. Multilevel path analyses found that expansion comments directly predicted receptive vocabulary. At the same time, information comments indirectly predicted both receptive and expressive vocabulary via lexical diversity and complex syntax. These findings highlight the complex role of teachers’ feedback in shaping linguistically rich conversations that support children’s vocabulary development.

Source: Early Childhood Research Quarterly

DOI: 10.1016/j.ecresq.2026.09.012

Authors: JeanMarie Farrow, Annemarie H. Hindman, Barbara A. Wasik, Michael J. Farrow

Institutions: Georgia State University, Rowan University, University of North Carolina at Chapel Hill, Temple College

Language: English

Topic: Language Development and Disorders

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $4,170