Contriibution of Teachers' Complex Syntax to Vocabulary Growth

• In Event: Early Childhood Literacy

Abstract

This study examined the syntactical complexity of the interactions of Pre-K and K teachers (n=33) with children (4- 6 year olds; n= 488) within three instructional periods (morning message, book reading, and small group). Videotaped observations of classrooms serving high numbers of low-SES students during all three instructional periods in the fall and spring were analyzed for syntactical complexity (SI Index). Results revealed that controlling for fall scores, teachers syntax complexity positively predicted students' spring receptive vocabulary scores. Findings suggest that syntactical input may be an aspect of language modeling necessary to bolster vocabulary growth in at-risk children.

Authors

• JeanMarie Farrow, Temple University

• Barbara Wasik, Temple University

• Annemarie H. Hindman, Temple University