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ERIC Number: ED118216
Record Type: Non-Journal
Publication Date: 1975
Pages: 16
Abstractor: N/A
Reference Count: N/A
How Teacher Talk Creates Child Chatter.
Holmberg, M. C.; And Others
This document reports the case of 2-year-old girl who demonstrated verbal ability at home but who communicated through nonverbal means in the preschool classroom setting. Baseline data was collected by classroom observation for approximately 32 minutes per day during a 6-day period using an interaction process analysis format. Verbal and nonverbal categories were recorded at 10-second intervals and indicated the direction of communication between subject, peers, and teachers. Analysis of baseline data showed gestural communication to predominate over verbal communication in a ratio of 4 to 1. As a result, a 10-day period of teacher intervention was instigated to increase the child's verbalizations by an increase in teacher talk and by the utilization of wh-form questions (who, what, when, where, and why). Praise was used to provide positive reinforcement. The 10-day period yielded little improvement in verbal responses, but continuation of the treatment produced a steady increase in verbal behavior. It was noted that without teacher help the child could maintain verbal gains, and peer reinforcement is mentioned as a possible factor in the maintained improvement in the rate of verbalization. (GO)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.
Authoring Institution: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.