Exploring Teacher Language Use and Student Literacy Achievement in First Grade (Poster 30)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Poster Session for the Special Interest Group "Research in Reading and Literacy" SIG 11

Abstract

Our study provides a detailed analysis of the linguistic complexity and instructional functions of teacher language use in first-grade classrooms, examining its variation over time and its impact on student literacy achievement. Utilizing multilevel modeling to address the nested data structure, we analyzed data from 361 students and 28 teachers. Key findings suggest that exposure to varied vocabulary in the classroom enhances student decoding skills. Additionally, balancing directive guidance with opportunities for student engagement and interaction is crucial for optimizing listening and reading comprehension. The analysis also revealed the varying significance of different student and teacher characteristics, highlighting the need for future studies to consider these contextual factors and their dynamic roles in literacy development.

Authors

• Yucheng Cao, Middle Tennessee State University

• Minkyung Cho, Changwon National University

• Young-Suk Grace Kim, University of California - Irvine