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Features of Teacher-Child Interactions that Foster Vocabulary Knowledge and Inferential Language in Preschool Classrooms
Thu, December 1, 1:15 to 2:45pm, Omni Nashville, Floor: Level 3, Cumberland 5Session Submission Type: Symposium
Abstract
Teacher-child interactions are essential for language learning. There is still much to be learned about teacher-child interactions as they relate to depth of vocabulary knowledge and inferencing. The first paper investigates relationships between teachers’ inferential talk and children’s comprehension. The second paper examines how teachers support children’s inferential thinking by addressing misunderstandings. The final papers investigate mechanisms of guided play that may foster children’s depth of vocabulary knowledge: lexical quality of teacher and child talk.
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Individual Presentations
Examining Relationships between Teachers’ Growth in Inferential Talk during Read Alouds and Children’s Story Comprehension - Molly Fuller Collins, Vanderbilt University; Cynthia Vu, Vanderbilt University
Sources of Children’s Misunderstandings during Read Alouds: Knowledge about Children’s Thinking to Improve Instruction - Alyssa Janco, Vanderbilt University; Danielle McKiever, Vanderbilt University; Molly Fuller Collins, Vanderbilt University
Teachers’ Language Measures in Dramatic Play Centers and Preschoolers’ Expressive Vocabulary Outcomes - Sohyun Meacham, University of Northern Iowa
Preschool Children’s Verbal Engagement During Guided Play and Depth of Vocabulary Knowledge - Katherine Newman, Vanderbilt University