{'fraction_non_alphanumeric': 0.019029495718363463, 'fraction_numerical': 0.004757373929590866, 'mean_word_length': 5.7006369426751595, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Interactions of First-Grade Teachers with Learning Disordered Children

Research suggests that the extent and nature of teacher-child classroom interactions are related to certain pupil characteristics, e.g., achievement level. The purpose of this study was to determine whether learning disordered students (broadly defined) were afforded different interactions from their regular classroom teachers than were children achieving at low, medium, or high levels. The dyadic teacher-child interactions of 110 first-grade students in four classrooms in two middle-class, suburban schools were recorded for seven hours per week for the first 13 weeks of the school year. Data analysis revealed that learning disordered children received more teacher criticism in interactions concerning classroom procedures and more teacher criticism and warning regarding behavior than their nondisabled peers. The authors concluded with the speculation that regular classroom teachers may be ill-equipped to manage the learning behavior of learning disordered children.