Kim Bullard

Publication Date

1993

Document Type

Dissertation/Thesis

First Advisor

Stephens, M. Irene (Mary Irene)

Degree Name

M.A. (Master of Arts)

Legacy Department

Department of Communicative Disorders

LCSH

Language awareness in children; Children--Language; Reading--Parent participation

Abstract

This study was designed to investigate the possibility that preschool children would improve their scores on selected language measures after exposure to two language programs. Fifteen children attending preschool at a day care facility serving low-income families received exposure to a six-week, twelve-story reading program presented by their teacher in the classroom. Seven children received the classroom-only condition and eight received the classroom- plus condition, which involved the addition of the same program being presented by their mothers in their homes. All children were tested using a) a sentence imitation task, b) a test of rhyme identification; and c) a test of alliteration identification before and after participation in the story reading program. The results indicated significant differences between the overall groups' posttest scores over their pretest scores on the sentence repetition task and on the rhyme recognition measure. Differences between each subgroup's posttest scores over their pretest scores on the alliteration measure approached, but did not reach significance. There were no differences between the scores of the subgroups assigned to the two conditions on the same three measures.

Comments

Includes bibliographical references (pages [27]-28)

Extent

45 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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