Mayra Mascareño|Catherine E. Snow|Marjolein Deunk|Roel Bosker
Language complexity during read-alouds and kindergartners' vocabulary and symbolic understanding
University of Groningen|University of Groningen|University of Groningen
explored links complexity teacherchild verbal interaction child language literacy outcomes fifteen wholeclass readaloud sessions chilean kindergarten classrooms serving children low socioeconomic backgrounds coded teacher child turns function initiation response followup type eg open vs closed questions complexity literal vs inferential initiationsresponses evaluative vs elaborative followups almost half teacherchild talk inferential elaborative followups occurred occasionally repeated patterns verbal interaction detected typically teacher initiationchild responseteacher followup format could either consistently literal consistently inferential mixed containing shift updown complexity proportion inferential teacherchild talk occurrence mixed patterns positively related child vocabulary symbolic understanding results highlight relevance inferential talk readalouds adjustment language complexity childs level understanding