摘要：The purpose of this study was to investigate the relationship of toddlers` vocabulary ability with reading activities and teachers` verbal and nonverbal behaviors during book reading. The subjects were 52 teachers and 104 toddlers at age 2. Lee and Kim (2004)`s categories of the Teachers` Verbal Behaviors,the categories of the Nonverbal Behavioral Analysis(Kim. 2005),and the Peabody Picture Vocabulary Test-Revised (Kim,et al.1995) were used. The data was analyzed by t-test,ANOVA,and Correlations. The results indicated that there were significant correlations in the subcategories of reading activities in classrooms,teachers` picture book reading behaviors,and toddler`s vocabulary ability. The toddler`s vocabulary ability increased as the ``interacting time both before and after book reading`` became longer. The toddler`s vocabulary ability increased as ``connecting with previous experience``,``asking questions for confirmation``,``acknowledging,`` and ``expanding`` of verbal behavior,as well as the nonverbal behavior,such as ``requesting behavior``,``emotional contact,`` and ``empathetic behavior.`` In conclusion,teachers` reading behaviors and activities were related to toddlers` vocabulary ability.
关键词：reading activities in classrooms;teacher`s picture book reading behaviors;toddler`s vocabulary ability
