The Role of Teachers' Comments during Book Reading in Children's Vocabulary Growth

Autor/inn/en	Barnes, Erica M.; Dickinson, David K.; Grifenhagen, Jill F.
Titel	The Role of Teachers' Comments during Book Reading in Children's Vocabulary Growth
Quelle	In: Journal of Educational Research, 110 (2017) 5, S.515-527 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2015.1134422
Schlagwörter	Early Intervention; Expressive Language; Receptive Language; Language Skills; Preschool Children; Preschool Teachers; Speech Communication; Reading Aloud to Others; Vocabulary Development; Teaching Methods; Books; Randomized Controlled Trials; Intelligence Tests; Verbal Ability; Pretests Posttests; Comparative Analysis; Coding; Regression (Statistics); Statistical Analysis; Peabody Picture Vocabulary Test; Preschool Language Scale + Suchen Sie Ihr Suchwort? Rezeptive Kommunikationsfähigkeit; Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Book; Buch; Monographie; Monografie; Intelligence test; Intelligenztest; Mündliche Leistung; Codierung; Programmierung; Regression; Regressionsanalyse; Statistische Analyse
Abstract	This study described the commenting practices of Head Start teachers, and the relationship of comments to the expressive and receptive vocabulary growth of children with below-the-mean language ability across one year of preschool. Participants included 52 Head Start teachers, and 489 children (247 early intervention candidates and 242 Head Start typical). Descriptive analyses reveal that teachers used informative comments that gave or explained information more frequently than comments that responded to children's utterances, and that these comments contained more conceptually focused content than vocabulary or skills content. Responsive and conceptually focused comments were significantly related to the children's receptive vocabulary growth, and were moderated by children's initial language ability indicating the presence of the Matthew Effect. These findings underscore the importance of integrating instructional comments into book reading sessions, and the need to differentiate instruction based on children's initial vocabulary sizes. Practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11