The effects of a story reading program on selected language abilities in preschool children of low-income families
Stephens, M. Irene (Mary Irene)
M.A. (Master of Arts)
Department of Communicative Disorders
Language awareness in children; Children--Language; Reading--Parent participation
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.
Bullard, Kim, "The effects of a story reading program on selected language abilities in preschool children of low-income families" (1993). Graduate Research Theses & Dissertations. 5605.
Northern Illinois University
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Includes bibliographical references (pages -28)