Comparative Effectiveness of Speaking Versus Listening in Improving the Spoken Language of Disadvantaged Young Children.

Autor/inn/en	Gupta, Willa; Stern, Carolyn
Institution	California Univ., Los Angeles.
Titel	Comparative Effectiveness of Speaking Versus Listening in Improving the Spoken Language of Disadvantaged Young Children.
Quelle	(1969), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disadvantaged; Language Proficiency; Listening; Preschool Children; Program Effectiveness; Responses; Speech Communication; Speech Skills; Transfer of Training; Verbal Learning; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Hörvorgang; Zuhören; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mündliche Leistung; Sprachfertigkeit; Training; Transfer; Ausbildung; Verbales Lernen
Abstract	Forty preschool Negro children took part in a study to test the effect of oral response versus listening in improving the spoken language of disadvantaged children. It was hypothesized that children who echo and produce sentences in response to an instruction to select the appropriate picture to match a spoken sentence would show greater verbal skill than those children who only listened to the correct response. Transfer and retention of this verbal learning pattern (as well as the effect of structured teaching) was also tested in the study. A pretest-posttest design was used. As predicted, the 20 subjects in the verbal group scored higher on the posttest than the children in the listening group. Transfer of learning and rentention (as tested 5 weeks later) was also higher in the verbal group. IQ, measured by the Peabody Picture Vocabulary Test, also showed gains in this group. The structured program appeared to be a successful mode of instruction in increasing verbal learning. (MS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC