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The relationship between teacher language use in enhanced milieu teaching sessions and child language outcomes

dc.creatorMcLeod, Jennifer Ragan Henderson
dc.date.accessioned2020-08-22T21:02:13Z
dc.date.available2010-12-04
dc.date.issued2010-12-04
dc.identifier.urihttps://etd.library.vanderbilt.edu/etd-09142010-180932
dc.identifier.urihttp://hdl.handle.net/1803/14141
dc.description.abstractResearch indicates that linguistic input from teachers may affect child vocabulary development in preschool and beyond (Dickinson & Tabors, 2001). Currently, there is little research on the relationship between specific teacher language use in individual interactions on child language outcomes for preschool children at risk for academic delays. The purpose of this study was to determine the effects of teacher vocabulary input and use of strategies for supporting vocabulary learning on children’s vocabulary outcomes in three measurement contexts (within session, in language samples, on standardized assessments). Secondary analyses explored the relationship between teacher use of complex syntax and African-American Vernacular English (AAVE) and child use of these language features. Thirty-six teachers provided 60 7-10 minute sessions of Enhanced Milieu Teaching (EMT) to one or two target children with low language in their Head Start classrooms. One EMT session for each teacher-child dyad was transcribed and coded for teacher vocabulary and use of strategies to support vocabulary development, child use of vocabulary, teacher use of EMT strategies, and teacher and child use of complex syntax and AAVE. Descriptive data language indicates great variability for both teacher and child language in EMT sessions. Linear mixed models analysis indicated significant relationships between teacher vocabulary use and supports and proximal (within session) and medial (post-test language sample) measures of child vocabulary use. A negative relationship was found between teacher input and child post-test receptive language scores (distal measure).
dc.format.mimetypeapplication/pdf
dc.subjectvocabulary
dc.subjectearly childhood
dc.subjectenhanced milieu teaching
dc.subjectlanguage intervention
dc.titleThe relationship between teacher language use in enhanced milieu teaching sessions and child language outcomes
dc.typedissertation
dc.contributor.committeeMemberMark Wolery
dc.contributor.committeeMemberMary Louise Hemmeter
dc.contributor.committeeMemberDavid Dickinson
dc.contributor.committeeMemberMark Lipsey
dc.type.materialtext
thesis.degree.namePHD
thesis.degree.leveldissertation
thesis.degree.disciplineSpecial Education
thesis.degree.grantorVanderbilt University
local.embargo.terms2010-12-04
local.embargo.lift2010-12-04
dc.contributor.committeeChairAnn Kaiser


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