Language development subcontexts in head start classrooms: Distinctive patterns of teacher talk during free play, mealtime, and book reading

Early Education and Development

Volumn 17, Issue 2, 2006, Pages 293-315

  Gest, Scott D ^a   Holland Coviello, Rebecca ^a   Welsh, Janet A ^a   Eicher Catt, Deborah L ^b   Gill, Sukhdeep ^b  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33751002369     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15566935eed1702_5     Document Type: Article

References (28)

1. Applegate, J. L. (1980). Adaptive communication in educational contexts: A study of teachers' communicative strategies. Communication Education, 29, 158-170.
2. Bernstein, B. B. (1975). Class, codes, and control, III. London: Routledge & Kegan Paul.
3. Cote, L. R. (2001). Language opportunities during mealtimes in preschool classrooms. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and at school (pp. 205-221). Baltimore: Brookes.
4. Dickinson, D. K. (2001a). Book reading in preschool classrooms: Is recommended practice common? In D. K. Dickinson & P. O. Tabors (Eds.) Beginning literacy with language: Young children learning at home and at school (pp. 175-203). Baltimore: Brookes.
5. Dickinson, D. K. (2001b). Large-group and free-play times: Conversational settings supporting language and literacy development? In D. K. Dickinson & P. O. Tabors (Eds.) Beginning literacy with language: Young children learning at home and at school (pp. 223-255). Baltimore: Brookes.
6. Dickinson, D. K., Cote, L., & Smith, M. W. (1993). Learning vocabulary in preschool: Social and discourse contexts affecting vocabulary growth. In C. Daiute (Ed.), The development of literacy through social interaction (pp. 67-78). San Francisco: Jossey-Bass.
7. Dickinson, D. K., Haine, R. A., & Howard, C. (1996). Teacher-Child verbal interaction profile. Newton, MA: Education Development Center, Center for Children and Families.
8. Dickinson, D. K., & Sprague, K. E. (2001). The nature and impact of early childhood care environments on the language and early literacy development of children from low-income families. In S. B. Neuman & D.K. Dickinson (Eds.), Handbook of early literacy research (pp. 263-280), New York:Guilford.
9. Dickinson, D. K., & Tabors, P. O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and at school. Baltimore: Brookes.
10. Harms, T., Clifford, R., & Cryer, D. (1998). Early Childhood Environment Rating Scale - Revised. New York: Teachers College Press.
11. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.
12. Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74, 1368-1378.
13. Katz, J. (2001). Playing at home: The talk of pretend play. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and at school (pp. 53-73). Baltimore: Brookes.
14. Kontos, S. (1999). Preschool teachers' talk, roles and activity settings during free play. Early Childhood Research Quarterly, 14, 363-382.
15. Kuczaj, S. A. (Ed.). (1984). Discourse development: Progress in cognitive development research. New York: Springer-Verlag.
16. Layzer, J. L., Goodson, B. D., & Moss, M. (1993). Life in preschool: Vol. 1. Final report to the U. S. Department of Education. Cambridge, MA: Abt Association.
17. Nelson, K. E., Loncke, F., & Camarata, S. (1993). Implications of research on deaf and hearing children's language learning. In D. Clark & M. Marschark (Eds.), Psychological perspectives on deafness (pp. 123-151). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
18. Nelson, K. E., & Welsh, J. A. (1998). Progress in multiple language domains by deaf children and hearing children: Discussions with a rare event transactional model. In R. Paul (Ed.), The speech/language connection (pp. 179-225). Baltimore: Brookes.
19. Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 97-110). New York: Guilford.
20. Smith, M. W., & Dickinson, D. K. (1994). Describing oral language opportunities and environments in Head Start and other preschool classrooms. Early Childhood Research Quarterly, 9, 345-366.
21. Smith, M. W., Dickinson, D. K., & Sangeorge, A. (2002). The Early Language and Literacy in the Classroom Observation. Baltimore: Brookes.
22. Snow, C. E. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53, 165-189.
23. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
24. U.S. Department of Education. (2003). Guidance for the Early Reading First Initiative. Retrieved June 4, 2005, from http://www.ed.gov/programs/ earlyreading/legislation.html
25. Van Kleeck, A., Stahl, S. A., & Bauer, E. B. (Eds.). (2003). On reading books to children: Parents and teachers. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
26. Wasik, B., & Bond, M.A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93, 243-250.
27. Whitehurst, G., Epstein, J., Angell, A., Payne, A., Crone, D., & Fischel, J. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542-555.
28. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.