Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk

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dc.article.number101145
dc.catalogadorpau
dc.contributor.authorMeneses, Alejandra
dc.contributor.authorUccelli, Paola
dc.contributor.authorValeri, Linda
dc.date.accessioned2024-03-18T13:49:43Z
dc.date.available2024-03-18T13:49:43Z
dc.date.issued2023
dc.description.abstract© 2022Although the relation between child-caregiver non-present talk and children's language and literacy development has been extensively studied, scarce research has examined the contributions of teacher talk's conceptual, interactive, and linguistic dimensions to early literacy. Using fine-grained linguistic analysis, lessons from 16 Chilean classrooms from Pre-K to 2nd grade were coded for: conceptual (non-instructional, instructional present, instructional non-present), interactive (teacher-student talk ratio), linguistic (syntactic complexity, lexical diversity). Students were administered baseline and end-of-year literacy assessments (n=343). Controlling for school, classroom, and individual-level factors, HLM analyses revealed a positive quadratic effect of teachers’ lexical diversity on early literacy gains and a negative effect of teacher-student talk ratio, such that classrooms with greater teacher participation in instructional non-present talk tended to display lower literacy gains. A significant interaction revealed that at greater levels of teacher participation, teachers’ higher lexical diversity negatively impacted literacy gains.
dc.description.funderMinistry of Education of Chile
dc.description.funderCONICYT
dc.format.extent13 páginas
dc.identifier.doi10.1016/j.linged.2022.101145
dc.identifier.issn0898-5898
dc.identifier.scopusidSCOPUS_ID:85145835057
dc.identifier.urihttps://doi.org/10.1016/j.linged.2022.101145
dc.identifier.urihttp://www.elsevier.com/inca/publications/store/6/2/0/3/7/3/index.htt
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/84582
dc.language.isoen
dc.nota.accesocontenido completo
dc.publisherElsevier Ltd
dc.relation.ispartofLinguistics and Education
dc.revistaLinguistics and Education
dc.rightsacceso restringido
dc.subjectclassroom talk
dc.subjectearly literacy
dc.subjectlexical diversity
dc.subjectnon-present talk
dc.subjectsyntactic complexity
dc.subjectteacher language input
dc.titleTeacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk
dc.typeartículo
dc.volumen73
sipa.trazabilidadSCOPUS;02-03-2023
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