The Effect of Teacher Style on Interactive Engagement of Preschool-Aged Children with Special Learning Needs.

Wheeden, C. Abigail; Mahoney, Gerald

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Peer reviewed

ERIC Number: EJ586524

Record Type: CIJE

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0885-2006

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The Effect of Teacher Style on Interactive Engagement of Preschool-Aged Children with Special Learning Needs.

Wheeden, C. Abigail; Mahoney, Gerald

Early Childhood Research Quarterly, v14 n1 p51-68 1999

This study investigated the effect of teacher interactive style on the participation of preschool children with learning disabilities in dyadic play and instructional interactions. Observations showed that teacher interactions accounted for a significant portion of the variability in children's engagement, discouraging children's initiations. Teacher-effective involvement improved attention and initiations. (JPB)

Descriptors: Child Behavior, Learning Disabilities, Preschool Children, Preschool Education, Preschool Teachers, Teacher Influence, Teacher Student Relationship, Teaching Styles

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: For commentaries on this article, see PS 529 298-299 in this issue.