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ERIC Number: ED118573
Record Type: RIE
Publication Date: 1976-Feb-5
Pages: 12
Abstractor: N/A
Reference Count: 0
Teacher Verbal Behavior and Its Relationship to Growth in Child Language.
Barbour, Nita Hale
This study investigated the relationships between teacher facilitative or directive verbal behavior in nursery school classrooms and seven aspects of child language change. Twenty-eight nursery teachers and 95 children from these classrooms were selected for this study. The teacher verbal behavior was measured by the Withall Social Climate Index, which produces a facilitative score and a directive score for each teacher. Child language change was determined by a pretesting and posttesting with the Peabody Picture Vocabulary Test and with a analysis of 50 consecutive statements. Within the limitations of this study and from the findings, it can be concluded that teachers consistently used a pattern of facilitative of directive verbal behavior in their classrooms. It can also be concluded that language for the four-year old children in this study, as measured by the instruments used, continued to change in the six month period. Finally, it can be concluded that, for children in this sample, change in use of complexity sentences was greater in those classrooms where teachers used more directive verbal behavior. In the other asPects of language change studied, the verbal behavior as measured by the Climate Index. (Author/RC)
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 Association of Teacher Educators National Conference (St. Louis, Missouri, February 5, 1976); Occasional light print