Unraveling the Language-Learning Connection: Teacher Feedback, Structural Features, and Children's Vocabulary

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Unraveling the Language-Learning Continuum With Young Readers and Writers (Table 25)

Abstract

This study explored conversations between 34 teachers and 519 prekindergartners in under-resourced schools. The focus was on direct feedback provided to children during book reading, and the teachers' use of complex syntax and lexical diversity was analyzed to understand their mediating role in the relationship between feedback and children's vocabulary learning. Additionally, the research examined the moderating role of children's initial language ability in these relationships. Results indicated a significant indirect effect of complex syntax on the information-feedback to children's vocabulary learning pathway. Furthermore, greater lexical diversity in conversations was found to benefit children with higher initial language abilities during book reading interactions. These findings provide valuable insights into language development strategies for young learners.

Authors

• JeanMarie Farrow, Fairleigh Dickinson University

• Annemarie H. Hindman, Temple University

• Barbara Wasik, Temple University

• Michael Farrow, Rowan University