Abstract
The study investigated the relationship between environmental variables (socioeconomic level, family environment and attendance at preschool) with pre-school vocabulary and post-reading reading performance. Participants included 68 children (mean age = 4.4 years) from a public school of Early Childhood Education and their respective families. The Auditory Vocabulary Test used; parents answered an identification questionnaire and the ABEP scale. The HOME inventory used to collect information about the family environment. Six months later, the Reading and Writing Test applied. There was better performance in vocabulary and reading / writing with school progression and moderate relation between these variables. Maternal education related to the vocabulary and the time of attendance to the preschool with the writing. Specific aspects of the family environment, such as the styles of interaction and variety of stimulation, were associated with receptive vocabulary. The study supports the investigation of how environmental variables can be associated with children's linguistic development.
Keywords:
Human development; assessment; cognition