A Quantitative, Comparison Study: Oral Language Development and High Stakes Testing

Autor/in	Nyman, Mercy C.
Titel	A Quantitative, Comparison Study: Oral Language Development and High Stakes Testing
Quelle	(2013), (149 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-7723-1
Schlagwörter	Hochschulschrift; Dissertation; Oral Language; Statistical Analysis; Comparative Analysis; High Stakes Tests; Reading Readiness; Kindergarten; Young Children; Statistical Significance; Phonological Awareness; Phonemic Awareness; Correlation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Oral interpretation; Mündlicher Sprachgebrauch; Statistische Analyse; Reading rate; Reading speed; Lesegeschwindigkeit; Frühe Kindheit; Korrelation
Abstract	The amount of oral language exposure a young child receives affects the child's reading-readiness skills. Factors that affect the increase of language and thus affect the reading success of children include oral language ability, learning opportunities, and behaviors that young children experience. Oral language development includes gaining full phonological awareness and is the basis of phonemic awareness. When young children do not have sufficient vocabulary and literacy experiences, they will have limited reading fluency and comprehension. Oral language skills and habits may also be factors contributing to success in school-related tasks, such as reading. Difficulty in developing reading-readiness skills can indicate the student will have difficulties in future elementary grades, including having poor vocabulary, reading below grade level, and struggling to understand the curricula. Students may experience these deficiencies well into the high-stakes testing established as a result of the No Child Left Behind Act. The current study involved comparing two types of reading-readiness curricula (A Beka vs. A Beka and ELOLAAT). The curricula were compared by analyzing the differences in kindergarteners' subscores on the reading portion of the SAT. The data analysis shows that the scores of kindergarteners at School B (A Beka and ELOLAAT) were higher than the scores of kindergarteners at School A (A Beka only) to a statistically significant degree. Early educators can use the findings of this study to make informed decisions on how to most effectively help young children learn. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01