Nur Syafiqah Qistina Shahrel Adha, Rita Mee Mee Wong, Nur Khadirah Ab. Rahman, Seong Pek Lim, Dickson Adom, Cathy Mae Toquero
This study investigated the neural underpinnings of children's vocabulary development and the influence of parental involvement in facilitating early language learning. While prior research has examined vocabulary development, neurobiology, and home literacy practices individually, few reviews have systematically synthesised these areas using an integrated bibliometric and evidence synthesis approach. This study employed a bibliometric-supported Systematic Literature Review (B-SLR) guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) framework. Articles published between 2015 and 2025 were retrieved from the Scopus and Dimensions AI databases using keywords related to neuroscience, vocabulary development, language acquisition, parental involvement, and home literacy environment. Bibliometric coupling analysis using VOSviewer was combined with thematic synthesis to identify conceptual relationships, methodological patterns, and recurring findings across the selected studies. Articles published from 2015 to 2025 were obtained from the Scopus and Dimensions AI databases utilising keywords pertinent to neuroscience, vocabulary development, language acquisition, parental participation, and home literacy environment. Bibliometric mapping was performed using VOSviewer, and thematic synthesis was employed to systematically synthesise recurring findings and themes across the selected papers. After screening and eligibility assessments, 12 empirical studies were incorporated into the final analysis. The results demonstrate that vocabulary development is affected by interrelated neurocognitive, socioeconomic, parental, and socioemotional factors. Recurring themes included brain connectivity, lexical processing speed, socioeconomic status, collaborative reading practices, parental education, and emotionally nurturing home environments. The review indicates that parental involvement may facilitate the implementation of neuroscience-informed literacy initiatives in early childhood educational settings. Despite the relatively small corpus, the review provides an interdisciplinary synthesis integrating neurocognitive and environmental perspectives on children’s vocabulary development and highlights the importance of parental involvement in neuroscience-informed literacy practices. © The Authors.
Language Centre, Universiti Pertahanan Nasional Malaysia, Malaysia; Faculty of Education and Liberal Arts, INTI International University, Malaysia; Department of Educational Innovations in Science and Technology, Kwame Nkrumah University of Science and Technology, Ghana; College of Education, Mindanao State University, Philippines; Fakultas Psikologi, Universitas Negeri Malang, Indonesia
