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ERIC Number: ED115585
Record Type: RIE
Publication Date: 1975-Apr
Pages: 61
Abstractor: N/A
Reference Count: 0
Verbal Correlates of Instructional Effectiveness with Kindergarten Children.
Gehlbach, Roger
This was an attempt to conduct a micro-investigation of teachers' verbal instruction. It was based on the assumption that there must be, within broad categories such as "explaining," both better and worse ways of using language to represent reality and/or to direct student behaviors. The subjects in the study were 20 experienced kindergarten teachers, 20 elementary student teachers, 20 secondary student teachers, and 120 children aged four and one-half to six. The teachers made tapes telling children how to do eight tasks ranging from drawing and tracing figures to moving furniture around the room. Characteristics of each message were counted regarding number of words used, number of utterances, number of communication units, and time in seconds from first to last word. Two children attempted the task for each recorded message. They were scored as either accomplishing the task correctly, partially correctly, or not at all. It was found that in instructing young children one must include instructions that show exactly what the limits are for the response (what should not be done, as well as what should be done), one must use unambiguous, specific words wherever possible, and one should clearly separate each idea into a separate thought. (CD)
Publication Type: Speeches/Meeting Papers
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 American Educational Research Association (Washington, D.C., April 1975)