词汇
多样性(控制论)
语言发展
心理学
荟萃分析
维数(图论)
数学教育
最佳实践
幼儿教育
阅读(过程)
教育学
语言学
计算机科学
发展心理学
医学
数学
人工智能
哲学
管理
纯数学
内科学
经济
作者
Elizabeth Burke Hadley,Erica M. Barnes,Brenton M. Wiernik,Mukhunth Raghavan
标识
DOI:10.1016/j.ecresq.2021.12.002
摘要
The purpose of this meta-analysis was to determine the relationships between teacher language practices in early childhood classrooms, using a systemic functional linguistic theoretical framework. We included studies with typically developing preschool or kindergarten-aged children that conducted 1 or more observations of teachers in which teachers’ talk was systematically coded for strategies that supported oral language development. Studies also had to present at least one correlation between types of teacher language practice variables (e.g., open-ended questions and use of rare vocabulary). In a meta-analysis of 30 studies and 539 correlations, we identified correlations between 11 key types of teacher language practices. We then conducted a factor analysis using the overall meta-analytic mean correlations, finding that teacher language practices loaded onto 2 factors: an Emergent Academic Language dimension characterized by abstract talk with a greater variety of word types, and a Bridge Language dimension characterized by scaffolding practices. Last, we explored how teacher language practices varied by activity setting and group size, finding that shared book-reading enhanced the use of more Emergent Academic Language practices, and that small group time included fewer beneficial language practices as compared to other settings.
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