Exploring the Contribution of Academic Language Features to Child Vocabulary Growth

• In Event: Marriott Roundtable Session 33
  In Roundtable Session: Academic Language, Vocabulary Growth, and Early Word Learning

Abstract

Adult interactions with young children provide important language experiences necessary for children to develop the early precursor skills to be ready to read. This study examines academic language features of teacher-child interactions and children’s vocabulary development. Thirty-three teachers’ complex syntax, sophisticated vocabulary, and decontextualized language use were examined during three instructional contexts: book reading, morning message, and small-group activities. Results suggest that book reading, in particular, had greater amounts of AL features during interactions. Second, teachers’ syntax was not related to decontextualized language. Preliminary analysis revealed a relation between sophisticated vocabulary and decontextualized language. Finally, teachers’ complex syntax emerged as a unique contributor to children’s vocabulary development, beyond effects of a series of teacher and child covariates, including decontextualized language.

Authors

• JeanMarie Farrow, University of Pennsylvania

• Annemarie H. Hindman, Temple University

• Barbara Wasik, Temple University