This study examined whether a shared reading intervention in preschools serving multilingual populations in Norway had effects on teacher talk quality and whether these effects mediated child second-language outcomes. Four hundred sixty-four children aged 3–5 years participated. They attended 123 classrooms that were randomly assigned to a shared-reading intervention condition or a comparison condition. The children's second-language vocabulary and grammar skills were assessed pre- and post-intervention, with 7.4 months between the 2 assessments. We asked whether the intervention affected qualities of teacher talk hypothesized to impact children's language, and whether identified changes in teacher talk mediated child second-language vocabulary and grammar outcomes. Results revealed that by the end of the school year teachers in the intervention group demonstrated significantly higher quality in their talk during shared reading, assessed as diversity of word types, use of word explanations and ratio of multi-clause utterances. These differences in teacher talk quality explained variance in children's second-language vocabulary outcomes by the end of the intervention year, but not in their second-language syntactic comprehension.

本研究检验了在挪威为多语种人群服务的学前班的共享阅读干预是否对教师谈话质量产生影响，以及这些影响是否对儿童的第二语言结果产生了影响。464 名 3 至 5 岁的儿童参加。他们参加了 123 个教室，这些教室被随机分配到共享阅读干预条件或比较条件。干预前后评估了儿童的第二语言词汇和语法技能，两次评估之间的时间为 7.4 个月。我们询问干预是否影响了假设影响儿童语言的教师谈话的质量，以及教师谈话的确定变化是否介导了儿童的第二语言词汇和语法结果。结果显示，在学年结束时，干预组的教师在共享阅读中的谈话质量显着提高，评估为单词类型的多样性、单词解释的使用和多从句话语的比例。教师谈话质量的这些差异解释了干预年结束时儿童第二语言词汇结果的差异，但不是他们的第二语言句法理解。