Teachers' Literal and Inferential Talk in Early Childhood and Special Education Classrooms

Autor/inn/en	Sembiante, Sabrina F.; Dynia, Jaclyn M.; Kaderavek, Joan N.; Justice, Laura M.
Titel	Teachers' Literal and Inferential Talk in Early Childhood and Special Education Classrooms
Quelle	In: Early Education and Development, 29 (2018) 1, S.14-30 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sembiante, Sabrina F.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1362916
Schlagwörter	Early Childhood Education; Special Education; Preschool Teachers; Reading Aloud to Others; Language Usage; Verbal Communication; Classroom Environment; Predictor Variables; Educational Attainment; Language Skills; Inferences; Critical Reading; Student Participation; Teaching Methods; At Risk Students; Low Income Groups; Developmental Disabilities; Childrens Literature; Books; Language Tests; Observation; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Sprachgebrauch; Klassenklima; Unterrichtsklima; Prädiktor; Bildungsabschluss; Bildungsgut; Language skill; Sprachkompetenz; Inference; Inferenz; Kritisches Lesen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Entwicklungsstörung; 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; Language test; Sprachtest; Beobachtung
Abstract	Research Findings: This study examined preschool teachers' literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers' LT and IT in these 2 classroom contexts and determine whether differences in LT and IT are predicted by classroom type, teachers' educational background, or children's average language skills. We examined the shared book reading activities of 52 teachers (26 ECE classrooms, 26 ECSE classrooms). Results revealed that ECSE teachers used significantly more LT and showed more variability in their LT and IT than ECE teachers. ECSE classroom type predicted teachers' use of LT when we controlled for teacher education and children's language skills, whereas teacher education predicted teachers' use of IT when we controlled for classroom type and children's language skills. Practice or Policy: These findings have implications for best practice guidelines and policies, particularly for ECSE environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01