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ERIC Number: EJ1141609
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0022-0671
The Role of Teachers' Comments during Book Reading in Children's Vocabulary Growth
Barnes, Erica M.; Dickinson, David K.; Grifenhagen, Jill F.
Journal of Educational Research, v110 n5 p515-527 2017
This study described the commenting practices of Head Start teachers, and the relationship of comments to the expressive and receptive vocabulary growth of children with below-the-mean language ability across one year of preschool. Participants included 52 Head Start teachers, and 489 children (247 early intervention candidates and 242 Head Start typical). Descriptive analyses reveal that teachers used informative comments that gave or explained information more frequently than comments that responded to children's utterances, and that these comments contained more conceptually focused content than vocabulary or skills content. Responsive and conceptually focused comments were significantly related to the children's receptive vocabulary growth, and were moderated by children's initial language ability indicating the presence of the Matthew Effect. These findings underscore the importance of integrating instructional comments into book reading sessions, and the need to differentiate instruction based on children's initial vocabulary sizes. Practical implications are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Preschool Language Scale
IES Funded: Yes
Grant or Contract Numbers: R324E060088