Parental Involvement in Interactive Reading and Its Impact on Vocabulary Development in Preschoolers in Saudi Arabia

Abstract

This research examines parental involvement in interactive reading and its influence on preschoolers' vocabulary development in Saudi Arabia. This research recognizes the vital role of the parents in initial language acquisition and focuses on how specific interactive reading strategies, like shared storytelling, dialogic inquiry, and child-led book selection, aid in vocabulary growth. Semi-structured interviews were conducted with five mothers from Aletqan Private School using a qualitative approach to learn their reading routines, perceived outcomes, and challenges. Four key areas were revealed through the thematic analysis: the effect of constant reading habits, increased vocabulary, a visible increase in language use, and coping with engagement. Results show that daily interactive reading with parental enthusiasm and tailored reading techniques further growth in vocabulary and develop a long-term love for reading. The study adds culturally salient insights to the early childhood education literature in Saudi Arabia and contributes meaningfully to the practice of language development among young learners, parents, educators, and policymakers to improve this important outcome.