Teachers’ language practice during shared book reading may significantly affect the rate and outcome of early language proficiency. The current study has focused on 37 kindergarten teachers and 440 4- to 5-year-old kindergartners during their shared book reading sessions in Singapore, exploring teachers’ variation in instructional strategies and linguistic features, and its relations with children’s language development and teacher’s background. Results demonstrated that teacher’s language strategies and linguistic features varied considerably. Instructional strategies with a medium level of cognitive load were found to be positively related to children’s growth in receptive vocabulary and word reading skills. Teacher’s lexical sophistication was found to be positively associated with children’s vocabulary size. Years of teaching experience was revealed to predict teacher’s variation in medium-level instructions.

中文翻译：

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幼儿园教师共享阅读的教学策略与语言特征——以新加坡为例

共享读书期间教师的语言练习可能会显着影响早期语言能力的速度和结果。目前的研究以新加坡 37 名幼儿园教师和 440 名 4 至 5 岁幼儿园儿童为对象，研究他们在新加坡的共享图书阅读课程中，探讨教师在教学策略和语言特征上的差异，以及其与儿童语言发展和教师背景的关系。 . 结果表明，教师的语言策略和语言特征差异很大。发现具有中等认知负荷的教学策略与儿童接受词汇和单词阅读技能的增长呈正相关。发现教师的词汇复杂程度与儿童的词汇量呈正相关。