Poster #113 - Exploring the Relationship of Teacher Syntax and Decontextualized Language on Children's Vocabulary

• In Event: 2-110 - Poster Session 07
  In Poster Session: PS 07 Section - Language, Communication

Integrative Statement

Rationale
Research demonstrates that features of linguistic input relate to children’s language development (Rowe, 2013). Specifically, syntactic complexity has been found to be related to children’s vocabulary development (Fernald, & Hurtado, 2006). Decontextualized language, which involves the speaker relating causal, comparative, and temporal relations information to the listener, has also been associated with syntax complexity and increases in children’s vocabulary. We examine syntax complexity across three instructional contexts-book reading, morning message, and small groups- and the relationship between decontextualized language and syntax complexity and low-income children’s word learning. To explore these issues, we address the following questions:

Q1. What is the nature of prekindergarten and kindergarten teachers’ syntactic complexity in their conversations with low-income children across book reading, morning message, and small groups?

Q2. What is the nature of teachers’ use of decontextualized language?

Q3. How are teachers’ complex syntax and decontextualized language (DL) related?

Q4: To what extent do teacher background factors predict the complexity of their syntax and decontextualized language across three different instructional settings?

Q5: How does SI index predict children’s vocabulary, net of the effects of background factors and decontextualized language?

Method
Data from prekindergarten and kindergarten teachers’ (N=33; 58% white and 42% minority) and children (N= 488) in high-needs public schools were analyzed. These data are from a larger intervention study in which teachers were trained to implement strategies to increase children’s language development. Children’s vocabulary was assessed in the fall and spring on the PPVT-4. Language samples were extracted from the three instructional settings across the school day in the fall and spring, transcribed, and parsed into communication units (C-unit; Loban, 1965). Subordination Index (SI) was calculated (SALT; Miller & Iglesias, 2012). Decontexualized language was coded based on the system reported in Rowe, 2013.

Results
Q1. Teachers ‘syntactic complexity was relative similar across book reading, morning message and small groups both in fall and spring. Syntax Index in each instruction was moderately to highly correlated (r=0.4-0.6) in both fall and spring (see Table1).

Q2. Teachers used DL an average of 31 times during their instruction in fall (M=31.62, SD=15.06) and spring (M=32.62, SD=14.12).

Q3. DL was correlated with SI index in both fall (r=.68, p=.06) and spring (r=.73, p=.039), suggesting that DL and syntax complexity are closely related.

Q4: Given their high correlations, we averaged SI across all three instructional periods in fall and did the same for spring. SI index in spring was higher for teachers of minority ethnicity (β=.29, p=.034). None of the background variables predicted spring DL.

Q5: DL was a stronger predictor of children’s vocabulary learning from fall to spring (β=1.98, p=.032) than SI index (β=-0.68, p=.118), accounting for background variables.

Discussion
Teachers appear relatively stable in their complex syntax across contexts and time. Also, syntax complexity appears to be related to teacher ethnicity, with minority teachers using more complex syntax. Teachers’ use of DL predicts children’s vocabulary development, suggesting that teachers should be encouraged and trained to use decontextualized language with young children to promote vocabulary development.

Authors

• JeanMarie Farrow, Temple University
  Presenting Author

• AnneMarie Hindman, Temple University
  Non-Presenting Author

• Barbara Wasik, Temple University
  Non-Presenting Author