The Relationship Between Teacher Language During Circle Time and Young Children’s Vocabulary Growth

• In Event: Poster Session 6
  In Poster Session: Teacher Perceptions, Knowledge, and Understanding in Reading

Abstract

A seemingly intractable gap in reading outcomes exists between low socioeconomic status (SES) children and their more advantaged peers. Disparities in reading achievement arise, in part, from differences in young children’s vocabulary knowledge, a critical predictor of later reading (Snow, Burns, & Griffin, 1998; Storch & Whitehust, 2002). Preschools offer one way to close this gap, but have demonstrated variable success promoting vocabulary growth (Zill & Resnick, 2006). In order to better understand how successful low income preschools can accelerate vocabulary learning, this study analyzed teacher language during circle time in 21 low income classrooms. Results from this study suggest that teachers who use the highest level of sophisticated language more effectively promote vocabulary growth in low SES children.

Author

• Erin Flynn, University of Michigan