Abstract
AbstractThis study was an effort to determine the influence of teacher verbal behavior upon the language skill development and attitudes of below-average achievers. Elementary students identified as achieving two or more grades below their normal level were administered the Metropolitan Achievement Test and the Pupil Attitude Inventory. The students were grouped according to the type of verbal behavior their teacher manifested. Analysis of covariance was used, covarying on pre-achievement, to test the hypothesis that students taught by indirect teacher behaviors had greater language skill development and more positive attitudes than those taught by direct teacher behaviors. The results of this study confirm this hypothesis.
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