Repetition as an Oral Language Assessment Technique. Final Report.

Autor/inn/en	Natalicio, Diana S.; Williams, Frederick
Institution	Texas Univ., Austin. Center for Communication Research.
Titel	Repetition as an Oral Language Assessment Technique. Final Report.
Quelle	(1971), (154 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Black Youth; Child Language; English; Ethnic Groups; Language Ability; Language Acquisition; Language Fluency; Language Handicaps; Language Proficiency; Language Standardization; Mexican Americans; North American English; Primary Education; Spanish; Spanish Speaking; Speech Evaluation; Standard Spoken Usage; Student Evaluation + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; English language; Englisch; Ethnie; Sprachaneignung; Spracherwerb; Language skill; Language skills; Sprachkompetenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Hispanoamerikaner; Amerikanisches Englisch; Primarbereich; Spanisch; Gesprochene Sprache; Umgangssprache; Schulnote; Studentische Bewertung
Abstract	The aim of this study is to assess the degree to which sentence imitations of Negro and Mexican-American children (grades K-2) could be used as a basis for language evaluation. Tapes of 10 Negro and 10 Mexican-American children who had responded to a set of commercially available test materials were evaluated by panels of experts. Evaluations for both groups were in terms of judgments concerning language dominance, Standard American English (SAE) comprehension, SAE production, SAE phonology, SAE intonation, SAE inflections, SAE syntax, language pathologies, and predictions of reading achievement. In addition, the Mexican-American children were evaluated on Spanish comprehension, Spanish production, Spanish phonology, Spanish intonation, and Spanish syntax. For each scaled evaluation, evaluators provided a description of their bases for judgment. Evaluators responded to open-ended questions regarding instructional needs, reading achievement, and overall reactions. Results of the study are interpreted primarily for application in the training of personnel to undertake language evaluations of primary school children using sentence imitation materials. (Author/RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01