NotesFAQContact Us
Search Tips
ERIC Number: ED556634
Record Type: Non-Journal
Publication Date: 2013
Pages: 197
Abstractor: As Provided
ISBN: 978-1-3037-2109-0
Head Start Preschool Teachers' Commenting Practices during Shared Book Reading Sessions: Describing Learning Opportunities for Children with Varying Vocabulary Abilities
Barnes, Erica Marie
ProQuest LLC, Ph.D. Dissertation, Vanderbilt University
Descriptive analyses: Approximately one-third of the nearly 7,500 utterances spoken by teachers were comments. Differences in the use of instructional strategies and content emerged in relation to curriculum condition. In contrast to the variability between teachers, little within-teacher variability was observed. On average, teachers used only half of the strategies that were coded in the study. Teachers were most likely to use medium-level strategies that contained text-driven content, and seldom used low or high level strategies. Several strategies were almost never used by teachers, occurring less than one time per session. In contrast, about one-fifth of teachers' comments were coded as on-going activity, or roughly 11 per transcript. Teachers used similar amounts of academic subject and personal connection talk, averaging 3.75 and 3.88 per session respectively. Hypothesis testing: Three hypotheses were tested using multi-level models to account for the nested nature of the data. Children with low language received less benefit from shared book reading than children with typical language, as indicated by fewer significant relationships between teachers' comments and their language growth. Receptive vocabulary scores, as measured by the PPVT, indicate that children with low language benefitted from teachers' use of medium-level text-driven meaning comments (b = 0.12, p =0.02). There is also a trend suggesting that medium-level academic subject comments may have fostered vocabulary growth as measured by the PPVT for low language children (b = 0.36, p =0.09). These findings suggest that explicit instruction consisting of defining and explaining that expanded children's understanding of the text or built conceptual knowledge was helpful to low language children. More effects of measured features of book reading were found for children with typical language ability. The use of medium-level strategies were positively related to growth on the PPVT (b = 0.08, p = 0.02) and use of high level strategies approached being significantly associate with PPVT growth, b = 0.28 p = 0.07). The content of comments also played an important role as instructional comments were significantly related to receptive vocabulary growth (ß = 1.98, p= 0.04) and there was a trend suggesting possible association with expressive vocabulary growth as measured by the NDW50 (b = 0.12, p = 0.097). Examining contents for the combined impact of strategy and content reveals a significant relationship between medium-level comments personal connection comments (Medium-PEC) and PPVT growth (b=0.59, p = 0.041), and a trend reflecting an association between PPVT and medium-level text-driven talk (Medium-TDM) (b =0.09, p = 0.078). Thus, there are general patterns of results that include statistically significant associations and trends that, as a constellation, suggest that children were helped by teachers' comments that facilitated story comprehension and made explicit connections to prior knowledge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test