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Open Access Knowledge and Scholarship

Date of Award


Culminating Project Type


Degree Name

Education: M.S.


Teacher Development


School of Education

First Advisor

Floyd W. Ayers

Second Advisor

Stanley C. Knox

Third Advisor

Gordon E. Mortrude

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.


PROBLEM: It was the purpose of this study to determine the effect of pupil language as measured by the auditory reception and grammatic closure subtests of the Illinois Test of Psycholinguistic Abilities and indirectly by maternal education level on teacher interaction style in dyadic contacts with children.

PROCEDURE: Twenty-one -children age seven through ten were administered the auditory reception and grammatic closure subtests of the Illinois Test of Psycholinguistic Abilities. Maternal education was ascertained from the children's cumulative records. Teacher-pupil interaction for three hours of class time for each child was recorded according to the Flanders' Interaction Analysis Category System. A second observer trained in interaction analysis provided a reliability measure. When the data were collected an ANOVA was computed between the maternal education level groups and teacher interaction style (Indirect:Direct ratio), and multiple comparisons were computed between language scores and teacher interaction style.

FINDINGS: The children of the different maternal education groups were treated differently, with low maternal education level children receiving a more direct teaching style. There was no relationship found between direct measures of the children's language and teacher interaction style.

SUMMARY: The teachers interacted with the students of .the different maternal education level groups differently.

However, the· findings did not support the hypothesis that student language characteristics elicit different interaction style from teachers.

OCLC Number




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