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Abstract
ABSTRACTThis study describes differences in the quantity and style of female preschool teachers' dyadic verbal interaction with the girls and boys in their classes. Sixteen hours of spontaneous speech of four female preschool teachers and 38 girls and boys was tape recorded in two classroom situations, then transcribed and analyzed. The results showed that teachers verbally interacted more (p < .05), verbally initiated more (p ≤ .01), used more attentional‐marked utterances (p. ≤ .01) in speech with boys than with girls. Teachers used more verbal acknowledgments (p < .01) in speech with girls as compared to boys. There were no sex difference's in the fluency (length and reciprocity) of teacher‐child verbal interaction nor in the rate of teacher initiation of interaction.
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