The Relationship of Head Start Teachers' Academic Language Use and Children's Receptive Vocabulary

Autor/inn/en	Barnes, Erica M.; Dickinson, David K.
Titel	The Relationship of Head Start Teachers' Academic Language Use and Children's Receptive Vocabulary
Quelle	In: Early Education and Development, 28 (2017) 7, S.794-809 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barnes, Erica M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1340069
Schlagwörter	Correlation; Language Usage; Vocabulary Development; Receptive Language; Scores; Video Technology; Hierarchical Linear Modeling; Academic Discourse; Preschool Teachers; Preschool Children; Disadvantaged Youth; Classroom Communication; Story Reading; Linguistic Input; Intelligence Tests; Verbal Ability; Statistical Analysis; Language Acquisition; Metropolitan Areas; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Korrelation; Sprachgebrauch; Wortschatzarbeit; Rezeptive Kommunikationsfähigkeit; Discourse; Diskurs; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Benachteiligter Jugendlicher; Klassengespräch; Sprachbildung; Intelligence test; Intelligenztest; Mündliche Leistung; Statistische Analyse; Sprachaneignung; Spracherwerb; Ballungsraum
Abstract	Research Findings: This study examines lexical- and sentence-level dimensions of academic language to describe teachers' natural use of academic language and its association with vocabulary growth in 489 at-risk 4-year-olds enrolled in Head Start preschool classrooms. Using transcripts derived from video recordings of book-reading sessions in 52 classrooms, we developed measures to assess the relationships among teachers' use of lexical elements (amount, sophistication, and diversity of vocabulary) and utterance length (mean length of utterance in words) and children's end-of-year receptive vocabulary scores. Hierarchical linear models indicated that children in classrooms where teachers used more lexical elements had higher end-of-year receptive vocabulary scores than those who heard less. Conversely, children in classrooms where shorter utterances were used had higher end-of-year receptive vocabulary scores. Classroom factors also played a role in children's vocabulary scores, indicating a need to address classroom environments in addition to teachers' language use. Practice or Policy: Results indicate that teachers should consider the unique contributions of lexical- and sentence-level elements when providing vocabulary instruction for children with below-the-mean vocabulary scores. Implications for instruction are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11