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ERIC Number: ED053821
Record Type: RIE
Publication Date: 1971-Aug
Pages: 133
Abstractor: N/A
Reference Count: 0
The Effects of Differentiated Instruction in Visuo-Motor Skills on Developmental Growth and Reading Readiness at Kindergarten Level. Final Report.
Kelly, Inga K.
The focus of this study was to analyze the classroom language of kindergarten teachers and to relate this information to various normative estimates of the language repertoire of young children. A total of 104 5-minute samples were tape recorded for 15 kindergarten teachers. Transcripts were later checked by an independent listner. These scrits formed the data base for all teacher language analyses. In he first analysis, the words were listed according to parts of speech, and correlations between this language corpus and 2 major listings of children's vocabulary (Thorndike-Lorge and Rinsland) were found to be significant. Over 60 percent of the language used by teachers is within the expected level of familiarity. The 40 percent balance of unfamiliar words may be considered the word load to which these children were exposed in the process of vocabulary acquisition. A Flanders-type analysis of the nature of the communications conveyed by the teachers' language with reference to teacher style across ethnic and socioeconomic (SES) groups revealed that Caucasian teachers of both high SES black children and low SES white children use more verbal reinforcement than was noted with Caucasian teachers with high SES white children or black teachers with low SES black children. In general, Caucasian teachers of high SES Caucasian children give fewer verbal supports, whereas black teachers of low SES black children are the warmest and most supportive. (Author/AJ)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Washington State Univ., Pullman.