Examination of Factors That Predict Receptive Vocabulary Knowledge of Children Who Attend Head Start Programs.

This article examines factors predicting receptive vocabulary growth in children enrolled in U.S. Head Start pre-kindergarten (Pre-K) programs, focusing on the impact of a home literacy log component designed to encourage shared book reading. Using the Peabody Picture Vocabulary Test–Fourth Edition (PPVT-4) to measure vocabulary growth, the study found significant vocabulary gains over one academic year, with race, sex, and literacy log completion emerging as key predictors. Notably, White males showed the largest vocabulary increases regardless of literacy log completion, while White females who completed literacy logs and spoke English at home demonstrated substantial gains; children identified as Black, Asian, or Minority Ethnic (BAME) showed the smallest gains regardless of other factors. The findings support the inclusion of home literacy activities within holistic Head Start programming to enhance vocabulary development, especially for certain demographic groups, while also highlighting the need for culturally and linguistically responsive approaches to support diverse families.