摘要：This study investigated differences in toddlers' language development depending on their teachers' ypes of interaction during reading of picture books. A pilot study identifed teachers' types of interaction as instructional,non-immediate,and passive. Fifteen teachers recruited from 10 child-care centers located in Seoul and their 90 2-year-old toddlers participated in this study. Teachers read two picture books to a small group of toddlers each week for eight weeks. Data on the toddlers' receptive and expressive language,vocabulary,reading bchavior,and book handling were ollcted and compared by their teachers' interaction type before and after teachers' 8-week reading of picture books. Results showed that teachers using the non-immediate interaction type had the most positive efects on toddlers' language development.
关键词：teachers` reading of picture books;picture book reading interaction type;toddler`s Language development
