Show simple item record

dc.creatorHindman, Annemarie H.
dc.creatorFarrow, Jean M.
dc.creatorAnderson, Kate
dc.creatorWasik, Barbara A.
dc.creatorSnyder, Patricia A.
dc.identifier.citationHindman AH, Farrow JM, Anderson K, Wasik BA and Snyder PA (2021) Understanding Child-Directed Speech Around Book Reading in Toddler Classrooms: Evidence From Early Head Start Programs. Front. Psychol. 12:719783. doi: 10.3389/fpsyg.2021.719783
dc.description.abstractChild-directed speech (CDS), which can help children learn new words, has been rigorously studied among infants and parents in home settings. Yet, far less is known about the CDS that teachers use in classrooms with toddlers and children’s responses, an important question because many toddlers, particularly in high-need communities, attend group-care settings. This exploratory study examines the linguistic environment during teacher-led book readings in American Early Head Start classrooms serving 2-year-olds from households in poverty. Seven teachers in four classrooms were trained to emphasize target words while reading story and informational books. We first analyzed the nature and quality of their book readings from a macro-level, exploring global instructional quality [Classroom Assessment Scoring System (CLASS)] and linguistic complexity [i.e., diversity of vocabulary (D) and sophistication of syntax (MLU-w)], and we also examined micro-level teacher-child talk strategies and use of target words. Compared to prior research, these classrooms had similar global quality and syntactic complexity, although less lexical diversity. Exploratory results also revealed three distinct teacher talk patterns—teachers who emphasized (1) comments, (2) questions, and (3) a balance of the two. Question-focused teachers had more adult and child talk during reading, as well as more repetitions of target words, and stronger CLASS Engaged Support for Learning. However, comment-focused teachers used more diverse vocabulary and had stronger CLASS Emotional and Behavioral Support. Results illuminate the nature and quality of CDS in toddler classrooms, particularly in the context of an intervention emphasizing target vocabulary words, and highlight applications for professional development and questions for further research.
dc.format.extent17 pages
dc.relation.ispartofFaculty/ Researcher Works
dc.relation.haspartFrontiers in Psychology, Vol. 12
dc.relation.isreferencedbyFrontiers Media
dc.rightsAttribution CC BY
dc.subjectChild-directed speech (CDS)
dc.subjectEarly childhood education
dc.subjectBook reading
dc.titleUnderstanding Child-Directed Speech Around Book Reading in Toddler Classrooms: Evidence From Early Head Start Programs
dc.type.genreJournal article
dc.description.departmentTeaching and Learning
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact
dc.description.schoolcollegeTemple University. College of Education and Human Development
dc.temple.creatorHindman, Annemarie H.
dc.temple.creatorWasik, Barbara A.

Files in this item


This item appears in the following Collection(s)

Show simple item record

Attribution CC BY
Except where otherwise noted, this item's license is described as Attribution CC BY