IndexIntroductionResultsConclusionIntroductionNowadays, many researchers suggest that children who are introduced to literacy at an early age are more likely to develop better language skills, a larger vocabulary, and a higher level of high level of abstract thinking in school age. future. For example, verbal interaction during reading could be a great way for parents to improve children's vocabulary and the four levels of abstraction through yes/no and wh questions. Focusing on the interaction between preschool children and their mothers, as convenient role models, the hypotheses proposed in this study are intended to examine whether verbal interaction between mother and child, such as reading, asking, and responding, It could lead to the advancement of children's literacy level. Furthermore, the purpose of this research is to identify whether extratextual discourse during reading can improve vocabulary, story comprehension, and chronological order understanding during the sixth month. Furthermore, among the hypotheses mentioned, this research aims to show whether a parent's expression function could improve children's language skills during the six-month period. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay So far, many of the previous and current studies related to children's literacy suggest that parents' use of extratextual language and expressions such as yes/no and what questions might be important for improving children's vocabulary ( Tompkins et al., 2017). Focusing on previous findings indicating mother's influence on preschooler's vocabulary (Hoff, 2006) and children's language skill development (Zucker et al., 2013), Tompkins et al. (2017) conducted a study examining the influence of interactive reading on the language development of preschool children. Methods For the purposes of the study, 49 preschool children (25 girls and 24 boys), mostly Caucasian, participated in the experiment. The sex of the children was not taken into account. Additionally, mothers were asked to read Waldron's, a new and unfamiliar book, to their children in a quiet, comfortable place (Tomkins et al., 2017). Previously, children's mothers reported their income and education level. Most of them were highly educated women who belonged to the middle or upper-middle class. They should have previewed the book before the reading interaction. The children's vocabulary was tested and its improvement also occurred before and after reading the same book in the laboratory or in a home environment. Furthermore, the tests were conducted six months apart (Tompkins et al., 2017). The test models involved the following procedures: transcription of the utterances (yes/no or wh-questions), use of the coding scheme to examine the influence of the utterance function through wh-questions (why, what, when, who, how) and simple yes/no questions and answering parent surveys that included personal questions related to children's education level, income, interest in educational books and television programs, etc. (Tompkins et al., 2017). Mothers were also expected to respond to the survey regarding children's interest in reading using the 4-point scale. ResultsIn relation to the research, the hypotheses were supposed to show whether the vocabulary of preschoolers could expand over a period of six months under the influence of their preschooler. mother's extratextual speech, responses..