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Developing Children's Oral Language : The Impact of Using an Oral Language Intervention in Kindergarten.

Nancy Elizabeth. Hetterly ProQuest Information and Learning Co.; Wilmington University (Delaware). College of Education. 2020

Dissertations Abstracts International 81-11A.

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  • 題名:
    Developing Children's Oral Language : The Impact of Using an Oral Language Intervention in Kindergarten.
  • 著者: Nancy Elizabeth. Hetterly
  • ProQuest Information and Learning Co.; Wilmington University (Delaware). College of Education.
  • 主題: Reading instruction; Early childhood education; Language intervention; Oral language development; Reading comprehension; Electronic books
  • 所屬期刊: Dissertations Abstracts International 81-11A.
  • 描述: National average reading scores continue to be below proficient despite schools providing phonics intervention practices in the elementary grades. Research shows that reading comprehension requires language skills, such as background knowledge, vocabulary, language structure, and literary knowledge, as well as the ability to decode words. This quasi-experimental study examined the effectiveness of using the CUBED language screener and a language intervention called, Story Champs, in one kindergarten center in Delaware. The purpose of this study was to investigate using the CUBED language screener, and compare the results to the DIBELS, word component screener, to see if those in need of phonics intervention also needed additional language support, to see how many students are in need of language intervention and to compare the spring CUBED scores to the students' fall first grade MAP scores. Additionally, this study examined the effectiveness of using a language intervention called, Story Champs in kindergarten. Ex post facto data were used to compare students who participated in the Story Champs language intervention program with those piloting, Bookworms, a language rich reading curriculum, and those using the regular reading curriculum. The results indicated that in the spring of kindergarten, half of all students in each group benchmarked on the CUBED, and half did not. However, in comparison to the previous year, which did not use a language rich curriculum nor any language intervention, fewer students (42% as opposed to 52%) scored below benchmark on the spring CUBED. The analyses showed no relationship of the Spring CUBED to the fall first grade MAP scores. Reading comprehension requires both good decoding and good language skills. The study suggests there is a need for language development in kindergarten, and that the use of a language rich curriculum and small group language intervention may be beneficial.
  • 出版者: Thesis (Ed.D.)--Wilmington University (Delaware), 2020.
  • 建立日期: 2020
  • 格式: 1 online resource (113 pages)..
  • 語言: 英文
  • 識別號: ISBN9798644901463
  • 資源來源: NUTN ALEPH
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