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Teacher language in oral deaf and ha...

Kovach, Hannah L.

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Teacher language in oral deaf and hard of hearing kindergarten classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher language in oral deaf and hard of hearing kindergarten classrooms./
作者:	Kovach, Hannah L.
面頁冊數:	59 p.
附註:	Source: Masters Abstracts International, Volume: 54-05.
Contained By:	Masters Abstracts International54-05(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1589970
ISBN:	9781321785043

Teacher language in oral deaf and hard of hearing kindergarten classrooms.
Kovach, Hannah L.

Teacher language in oral deaf and hard of hearing kindergarten classrooms. - 59 p.

Source: Masters Abstracts International, Volume: 54-05.

Thesis (M.A.)--University of Colorado at Boulder, 2015.

The present study was designed to observe teachers' use of facilitative language techniques (FLTs; types of language that facilitate children's language; e.g., models, recasts, repetitions) in oral deaf and hard of hearing (DHH) kindergarten classrooms and to determine correlations between these FLTs and students' language skills. It was expected that few FLTs would be used in the classroom. The use of higher level FLTs that promoted higher level thinking was predicted to be positively correlated with children's language scores, while the use of lower level FLTs that elicited less critical thinking was predicted to be unrelated to children's language scores. Videos of 5 oral DHH kindergarten classrooms gathered by the Center on Literacy and Deafness were coded, and a Pearson product moment correlation was run to determine correlations among the 5 teachers' FLT use and the 17 children's language scores on the Expressive One Word Picture Vocabulary Test, Fourth Edition (EOWPVT-4), the Elaborated Sentences and Phrases subtest of the Test for Auditory Comprehension of Language, Third Edition (TACL-3), and the Word Structures subtest of the Clinical Evaluation of Language Fundamentals, Fourth Edition (CELF-4). Results indicated a low use of high level FLTs in relation to low level FLTs and housekeeping language, and negative correlations were found between numerous FLTs and children's language scores. These findings indicate the need for further detailed analysis of FLTs and interactions between children and teachers.

ISBN: 9781321785043Subjects--Topical Terms:

518817
Early childhood education.

Teacher language in oral deaf and hard of hearing kindergarten classrooms.
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520 $a The present study was designed to observe teachers' use of facilitative language techniques (FLTs; types of language that facilitate children's language; e.g., models, recasts, repetitions) in oral deaf and hard of hearing (DHH) kindergarten classrooms and to determine correlations between these FLTs and students' language skills. It was expected that few FLTs would be used in the classroom. The use of higher level FLTs that promoted higher level thinking was predicted to be positively correlated with children's language scores, while the use of lower level FLTs that elicited less critical thinking was predicted to be unrelated to children's language scores. Videos of 5 oral DHH kindergarten classrooms gathered by the Center on Literacy and Deafness were coded, and a Pearson product moment correlation was run to determine correlations among the 5 teachers' FLT use and the 17 children's language scores on the Expressive One Word Picture Vocabulary Test, Fourth Edition (EOWPVT-4), the Elaborated Sentences and Phrases subtest of the Test for Auditory Comprehension of Language, Third Edition (TACL-3), and the Word Structures subtest of the Clinical Evaluation of Language Fundamentals, Fourth Edition (CELF-4). Results indicated a low use of high level FLTs in relation to low level FLTs and housekeeping language, and negative correlations were found between numerous FLTs and children's language scores. These findings indicate the need for further detailed analysis of FLTs and interactions between children and teachers.
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