Preschool education and lexical development

This thesis project explores the correlation between students' lexicon development and the amount of preschool education received. The study examines the research question proposed; do students who receive preschool education have a larger lexicon than students who do not attend preschool? General education first grade students were divided into two groups (those who attended a preschool program and those who have not received preschool education) and were assessed with two vocabulary instruments called the Peabody Picture Vocabulary Test-Third Edition (PPVT-111) and the Expressive Vocabulary Test (EVn. The results of the assessments show a larger increased raw score and standard score for those who attended preschool. The researcher also conducted a paired t test and determined there is a significant statistical difference between the two groups of students. The study examines why these students scored higher and investigates beneficial factors including, siblings, birth order, socio-economics, and guardian persuasion. KEYWORDS: early childhood education, language development, lexical knowledge, lexicon, mental lexicon preschool education, vocabulary development