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ERIC Number: EJ1163252
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1040-9289
Teachers' Literal and Inferential Talk in Early Childhood and Special Education Classrooms
Sembiante, Sabrina F.; Dynia, Jaclyn M.; Kaderavek, Joan N.; Justice, Laura M.
Early Education and Development, v29 n1 p14-30 2018
Research Findings: This study examined preschool teachers' literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers' LT and IT in these 2 classroom contexts and determine whether differences in LT and IT are predicted by classroom type, teachers' educational background, or children's average language skills. We examined the shared book reading activities of 52 teachers (26 ECE classrooms, 26 ECSE classrooms). Results revealed that ECSE teachers used significantly more LT and showed more variability in their LT and IT than ECE teachers. ECSE classroom type predicted teachers' use of LT when we controlled for teacher education and children's language skills, whereas teacher education predicted teachers' use of IT when we controlled for classroom type and children's language skills. Practice or Policy: These findings have implications for best practice guidelines and policies, particularly for ECSE environments.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Clinical Evaluation of Language Fundamentals
IES Funded: Yes
Grant or Contract Numbers: R324A080037