Vocabulary Size of Children Aged 5 – 9: The Contribution of Shared Reading and Screen Time

Language development is shaped by children’s exposure to linguistic input, which increasingly comes from both caregiver–child interaction and digital media. Although shared reading is a well-established predictor of vocabulary growth, less is known about how different forms of shared reading and temporally differentiated screen exposure jointly contribute to language development. This study examined the relative contributions of shared book reading, shared poetry reading, weekday screen time, and weekend screen time to passive vocabulary in children aged 5–9 years (N = 636). Children completed a standardized passive vocabulary test, while parents reported literacy practices and screen exposure. Hierarchical regression analyses controlling for age revealed distinct and context-dependent associations. Weekday screen time was negatively associated with vocabulary, whereas shared book reading showed the strongest positive association. Shared poetry reading also made a smaller but significant positive contribution. In contrast, weekend screen time showed a weak positive association with vocabulary. The findings demonstrate that children’s vocabulary development is differentially shaped by both the type of literacy input and the temporal context of screen exposure. The study advances current research by integrating differentiated forms of shared reading and screen use within a single model, highlighting the importance of context-sensitive approaches to children’s digital and linguistic environments.