NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1157271
Record Type: Journal
Publication Date: 2017-Oct
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0265-6590
Can Vocabulary Lessons Increase the Amount of Complex Syntax Produced by Head Start Teachers? A Pilot Study
Van Horne, Amanda Owen; Curran, Maura; Hall, Jessica
Child Language Teaching and Therapy, v33 n3 p305-319 Oct 2017
In this pilot study, we examine the suitability of materials for a vocabulary intervention designed to influence the amount of complex syntax teachers use in at-risk preschool classrooms. Six Head Start classrooms were assigned to one of two vocabulary interventions: a condition using cognitive verbs, which are biased toward complex syntax (e.g. pretend), or a control condition using action verbs, which are biased towards simple sentences (e.g. identify). Consistent with our hypotheses, teachers in the cognitive verb condition used higher rates of complex syntax than those in the action verb condition while our materials were in use. Teacher acceptability and use data indicate that verb characteristics affect frequency of use and perceived benefit of intervention materials. Implications for the development of interventions targeting complex syntax use in at-risk children are discussed, including factors likely to support fidelity of implementation in the classroom.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iowa
Grant or Contract Numbers: N/A