Mediation effect of vocabulary knowledge on the relationship between cultural capital and early literacy

The objective of this study is to investigate the correlation between the early literacy skills of preschool children aged 60-72 months in Düzce and their mothers' vocabulary knowledge levels and cultural capital. A mediation model was created to determine the impact of mothers' cultural capital accumulation and vocabulary knowledge levels on their children's early literacy skills. The mediation model considered children's early literacy skills as an endogenous variable, mothers' cultural capital accumulation as an exogenous variable, and mothers' vocabulary knowledge level as a mediating variable. The sample consisted of 170 children aged 60-72 months and their mothers attending kindergarten and nursery school affiliated with the Ministry of National Education in the city centre of Düzce. The research data were collected using the Personal Information Form, EGBA (Early Literacy Development Assessment Tool), Cultural Capital Scale, and Mother Vocabulary Knowledge Test. Descriptive statistics, including mean and standard deviation, as well as coefficients for normality distribution such as skewness and kurtosis, were considered during the data analysis process. Additionally, Mardia's coefficient was used to assess multiple normality. The study analysed causal and relational connections using linear regression, mediation analyses, and Structural Equation Model (SEM). Data analysis was conducted using JASP. To determine the mediation effect of vocabulary knowledge, the study tested the conditions predicted by Baron and Kenny based on classical regression. Then direct, indirect and total effects were calculated using the mediation test in JASP. The Lavaan module in JASP was then used to analyze the path coefficients and path graph of the mediation status. The results showed a significant relationship between cultural capital and early literacy skills in the first step. However, it was observed that the significant relationship disappeared when vocabulary knowledge was added to the model. Therefore, it can be concluded that vocabulary knowledge fully mediates the relationship between cultural capital and early literacy skills. In conclusion, parental cultural capital is crucial for their children's vocabulary knowledge, which in turn positively contributes to the development of early literacy skills. Thus, it can be concluded that cultural capital contributes to the development of early literacy skills through the variable of vocabulary knowledge, as demonstrated by the mediation model in the study. Key Words: Early literacy, Vocabulary, Culture, Cultural capital