Adult interactions with young children provide important language experiences necessary for children to develop the early precursor skills to be ready to read. This study examines the complexity of preschool and kindergarten teachers’ syntax and the relations between teachers’ syntax and children’s vocabulary development. Thirty-three teachers’ syntax was examined during three instructional contexts: book reading, morning message, and small-group activities. (author abstract)
Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
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Reports & Papers
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Country:
United States
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