Language complexity during read-alouds and kindergartners' vocabulary and symbolic understanding

• Published in: Journal of applied developmental psychology Vol. 44; pp. 39 - 51
• Main Authors: Mascareño, Mayra, Snow, Catherine E., Deunk, Marjolein I., Bosker, Roel J.
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.05.2016
• Subjects: Kindergarten; Language; Language complexity; Literacy; Read-alouds; Verbal interactions; Language complexity; Kindergarten; Read-alouds; Language; Verbal interactions; Literacy
• ISSN: 0193-3973; 1873-7900
• DOI: 10.1016/j.appdev.2016.02.001

We explored links between complexity of teacher–child verbal interaction and child language and literacy outcomes in fifteen whole-class read-aloud sessions in Chilean kindergarten classrooms serving children from low socioeconomic backgrounds. We coded teacher and child turns for function (initiation, response, and follow-up), type (e.g., open vs. closed questions), and complexity (literal vs. inferential initiations/responses; evaluative vs. elaborative follow-ups). Almost half of the teacher–child talk was inferential, and elaborative follow-ups occurred only occasionally. Repeated patterns of verbal interaction were detected, typically with a teacher initiation/child response/teacher follow-up format; these could be either consistently literal, consistently inferential, or mixed (containing a shift up/down in complexity). The proportion of inferential teacher–child talk and the occurrence of mixed patterns was positively related to child vocabulary and symbolic understanding. Results highlight the relevance of inferential talk during read-alouds, and of the adjustment of language complexity to the child's level of understanding. •Teacher and child turns in read-aloud interaction were coded literal or inferential.•Proportion of inferential talk was related to vocabulary and symbolic understanding.•We detected recurrent sequences of turns, typically initiation/response/follow-up.•Complexity level of sequences (patterns) was either literal, inferential or mixed.•Mixed patterns were associated with child vocabulary and symbolic understanding.