The Impact of Teachers' Commenting Strategies on Children's Vocabulary Growth

Autor/inn/en	Barnes, Erica M.; Dickinson, David K.
Titel	The Impact of Teachers' Commenting Strategies on Children's Vocabulary Growth
Quelle	In: Exceptionality, 25 (2017) 3, S.186-206 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barnes, Erica M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2016.1196447
Schlagwörter	Speech Acts; Preschool Teachers; Preschool Education; Reading Aloud to Others; Preschool Children; Vocabulary Development; Coding; Randomized Controlled Trials; Video Technology; Early Intervention; Teaching Methods; Correlation; Receptive Language; Expressive Language; Curriculum; Faculty Development; Intelligence Tests; Verbal Ability; Pretests Posttests; Preschool Language Scale; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Sprechakt; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Wortschatzarbeit; Codierung; Programmierung; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Rezeptive Kommunikationsfähigkeit; Curricula; Lehrplan; Rahmenplan; Intelligence test; Intelligenztest; Mündliche Leistung
Abstract	We examined the relations between teachers' use of comments during book reading sessions in preschool classrooms and the vocabulary growth of children with low and moderately low language ability. Using data from a larger randomized controlled trial, we analyzed comments defined as utterances that give, explain, expand, or define. Comments were coded for strategies, which were distinguished by the amount of cognitive distancing required for understanding. Strategies were divided into three levels: low, medium, and high. Videos of whole-class book reading sessions conducted in the fall were transcribed and analyzed for 489 children attending the classrooms of 52 Head Start preschool teachers. Descriptive analyses revealed that teachers largely used medium-level strategies, but relatively small amounts of low- and high-level comments. Logistic regressions revealed relationships between curriculum condition and teachers' use of instructional strategies, such that those assigned to the intervention curriculum used more high-level strategies. Multilevel models found significant relationships between medium-level comments and children's receptive vocabulary growth across one year of Head Start preschool instruction, such that children in classrooms where teachers used more medium-level comments experienced greater growth than those hearing fewer. No moderating effects were found based on children's initial language abilities. Implications for practice and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11