How Classroom Conversations Unfold: Exploring Teacher-Child Exchanges during Shared Book Reading

Autor/inn/en	Hindman, Annemarie H.; Wasik, Barbara A.; Bradley, Donald E.
Titel	How Classroom Conversations Unfold: Exploring Teacher-Child Exchanges during Shared Book Reading
Quelle	In: Early Education and Development, 30 (2019) 4, S.478-495 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1556009
Schlagwörter	Reading Instruction; Books; Vocabulary Skills; Classroom Communication; Federal Programs; Early Childhood Education; Preschool Children; Preschools; Early Intervention; Verbal Ability; Intelligence Tests; Child Language; Teacher Student Relationship; Disadvantaged Youth; Preschool Teachers; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Leseunterricht; Book; Buch; Monographie; Monografie; Aktiver Wortschatz; Klassengespräch; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mündliche Leistung; Intelligence test; Intelligenztest; 'Children''s language'; Kindersprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Benachteiligter Jugendlicher; Erzieher; Erzieherin; Kindergärtnerin
Abstract	Research Findings: This study examined how teacher--child conversations unfold during shared book reading in Head Start classrooms as well as the relations between that talk and children's vocabulary learning. Book reading experiences in 27 Head Start classrooms were videotaped and coded for teacher talk, child responses, teacher follow-up remarks, and teacher wait time; we also assessed children's vocabulary learning. Findings indicated that Head Start teachers infrequently asked open prompts or provided book-related comments; the predominant tool used in shared reading was the closed prompt. Teachers generally accepted 1 answer per question, and children's answers were nearly always correct. Wait time was rarely observed. Across the sample, more child talk was predictive of stronger child vocabulary learning. For children with low initial vocabulary skills, learning was also linked to more expository comments by teachers. Practice or Policy: Findings help to map out the sequence of instructional events that make up preschool classroom conversations and provide insight into potential levers for improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01