Teachers' Literal and Inferential Talk in Early Childhood and Special Education Classrooms

Research Findings: This study examined preschool teachers' literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers' LT and IT in these 2...

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Veröffentlicht in:	Early education and development 2018-01, Vol.29 (1), p.14-30
Hauptverfasser:	Sembiante, Sabrina F., Dynia, Jaclyn M., Kaderavek, Joan N., Justice, Laura M.
Format:	Artikel
Sprache:	eng
Schlagworte:	At Risk Students Children & youth Childrens Literature Classroom Environment Classrooms Critical Reading Developmental Disabilities Early Childhood Education Early Childhood Teachers Educational Attainment Inferences Language Skills Language Tests Language Usage Low Income Groups Observation Predictor Variables Preschool Teachers Reading Aloud to Others Special Education Student Participation Teacher education Teaching Methods Verbal Communication Young Children
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