Relation of preschool teachers' linguistic responsiveness to growth in children's language and literacy outcomes
Abstract
The purpose of the present study was to investigate preschool teachers’ linguistically responsive utterances during circle time activities. The study considered context, content, and request-level variables in explaining variance in children’s language and literacy outcomes. Verbatim transcripts were used to analyze teachers’ talk at the utterance level. The proportion of confirmatory continuations explained the greatest variance in growth in children’s standardized PPVT scores and CAP scores across the school year. The proportion of meaning-focused utterances that were confirmatory continuations explained variation in children’s growth in PPVT scores. Results are discussed in terms of the role continuations play in explaining variation in children’s language and literacy outcomes.
Degree
M.S.
Advisors
Powell, Purdue University.
Subject Area
Language arts|Early childhood education|Literacy|Reading instruction
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