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Dimensions of Parenting Stress as Predictors: Vocabulary and Phonological Awareness Skills in Preschool

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A Publisher Correction to this article was published on 09 September 2021

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Abstract

This study examined the predictors of young children’s school readiness skills in a low-income sample. Primary caregivers of 78 preschoolers (ages 3–5) participated. Children’s receptive and expressive vocabulary skills and rhyming, alliteration and segment blending skills were measured. Parent perceptions of different types of parental stress and a composite measure of parent literacy-specific involvement were assessed through parent report. Separate hierarchical regression models indicated that after controlling for parental education, child age at preschool testing, and family literacy-specific involvement, total parenting stress significantly predicted four out of five child outcomes. Among all stress factors, parenting stress due to parental distress appeared as the best predictor of preschoolers’ vocabulary skills, while also predicting children’s rhyming and segment blending skills, but not alliteration. Parenting stress due to parent-child dysfunctional interaction predicted children’s receptive vocabulary, expressive vocabulary, and alliteration skills, while parenting stress due to child difficulty predicted children’s rhyming skills after the influence of control variables was accounted for. The implications of these results for research and practice with diverse low-income families are discussed.

Highlights

  • Relationships between parenting stress and preschool outcomes were examined.

  • Separate hierarchical regression models were conducted to address the hypotheses.

  • Total parenting stress predicted vocabulary and phonological awareness skills.

  • Types of stress differentially related to vocabulary and phonological awareness.

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Authors and Affiliations

  1. School Psychologist III, Cherokee County School District (via Soliant Health), 141 Twin Lake Road, Gaffney, SC, 29341, USA

    Dilara Deniz Can

  2. University of Delaware, College of Education and Human Development, 206B Willard Hall Education Building, Newark, DE, 19716, USA

    Marika Ginsburg-Block

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  1. Dilara Deniz Can
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  2. Marika Ginsburg-Block
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Correspondence to Dilara Deniz Can or Marika Ginsburg-Block.

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Freely-given informed consent was obtained from adult participants to participate in the study to fill out the surveys approved by the IRB Committee at University of Delaware and from the parents/legal guardians of the preschoolers who were tested via measures approved by the IRB Committee at University of Delaware.

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The data collection was approved by the Institutional Review Board (i.e., IRB) of University of Delaware as part of the first author’s dissertation, and it followed the ethical standards of the IRB Committee at University of Delaware.

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Deniz Can, D., Ginsburg-Block, M. Dimensions of Parenting Stress as Predictors: Vocabulary and Phonological Awareness Skills in Preschool. J Child Fam Stud 30, 3141–3158 (2021). https://doi.org/10.1007/s10826-021-02010-5

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