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ERIC Number: ED053180
Record Type: RIE
Publication Date: 1971-Apr
Pages: 7
Abstractor: N/A
Reference Count: 0
Teacher Verbalization and the Verbal Development of Head Start Children.
Thompson, Donald L.; Nesselroad, Elizabeth M.
This study examined the verbal interaction of teachers and pupils to determine if the quantity and quality of teacher verbalization had significant impact on the verbal test scores of pre-school Head Start Children. Teacher's verbal behavior was scored by a modification of the Caldwell Observer Rating Form. Children were tested using the Wechsler Pre-School and Primary Scale of Intelligence (WPPSI), the Peabody Picture Vocabulary Test (PPVT), and the Illinois Test of Psycholinguistic Ability (ITPA). One-way variance analyses were carried out on each of the dependent variables (child test scores) to determine the effectiveness of quantity of teacher verbalization versus quality of verbalization. Results indicate that quantity of teacher's verbalization did have a significant effect on children's test scores. Quality of verbalization appeared to have no effect. These results have implications for pre-school programs which rely on para-professionals as teachers, especially in terms of hiring and training of these personnel.. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the California Educational Research Association, San Diego, California, April 1971