Use the following case study to respond to items 138-140.

Four first-grade teachers are attempting to promote language development in their children.

Mrs. Edenfield has her children read a story about fish aloud in their reading groups, and she then has them tell her everything they can about the story, including what they see in the pictures.

Mrs. Hester brings a snake to class, has the students look at and touch the snake, and she tells them all about snakes, pointing out its various parts and telling them how snakes eat, lose their skin, and move.

Mrs. Gonzalez shows the students a videotape about hawks and eagles that shows the birds soaring, catching prey, and feeding their young.  She asks the students to tell her what they saw in the videotape, and asks them to compare birds of prey to other birds.

Mr. Briggs has Cynthia bring her hamsters to school, and the students feel and pet the hamsters and describe what they see and feel.  They then create and read a story about a hamster named Henry.

  138.  Based on this case study, the teacher probably most effective in promoting language development was:

a.Mrs. Edenfield.

b.Mrs. Hester.

c.Mrs. Gonzalez.

d.Mr. Briggs.

  139.  The teacher probably least effective in promoting language development was:

a.Mrs. Edenfield.

b.Mrs. Hester.

c.Mrs. Gonzalez.

d.Mr. Briggs.

  140.Suppose the teachers in the vignette each have a large number of students in their classes for whom English is not their first language. Which teacher is probably most effective for promoting language development with these children?

a.Mrs. Edenfield.

b.Mrs. Hester.

c.Mrs. Gonzalez.

d.Mr. Briggs.

Essay Items

    141.Describe holophrases, overgeneralization, and undergeneralization, and explain how they relate to language development.

    142.Explain semantics and syntax, and explain how they relate to language development.

  143.Describe and illustrate three ways in which teachers can promote language development with their students.