A Comparison of the Effectiveness of Three Oral Language Systems in Improving the Receptive Language of Kindergarten Children Metadata

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Title

  • Main Title A Comparison of the Effectiveness of Three Oral Language Systems in Improving the Receptive Language of Kindergarten Children

Creator

  • Author: Francis, Patricia Sue Bryant
    Creator Type: Personal

Contributor

  • Chair: Schmidt, Velma
    Contributor Type: Personal
    Contributor Info: Major Professor
  • Committee Member: Halstead, Francis E., 1930-
    Contributor Type: Personal
    Contributor Info: Minor Professor
  • Committee Member: Earp, Norman Wesley
    Contributor Type: Personal
  • Committee Member: Hammack, Barbara G.
    Contributor Type: Personal

Publisher

  • Name: North Texas State University
    Place of Publication: Denton, Texas
    Additional Info: www.unt.edu

Date

  • Creation: 1978-05

Language

  • English

Description

  • Content Description: This study investigates the differences in receptive language of kindergarten children who are taught by different language systems. This study compares the effectiveness of the three most widely adopted oral language systems in the state of Texas. The systems used were (A) Alpha Time, (B) Beginning Readiness Kit; Beginning to Read, Write, and Listen Kits I and II, and (c) McMillan Series R, Bank Street, Threshold K. S. Analysis of variance techniques were used to analyze statistically pretest and posttest scores derived from the sample. The .05 level of significance was used throughout the statistical analyses for rejection or retention of the null hypotheses. Preliminary analysis of data determined no systematic bias for teacher variability or for within group variability. Hypotheses 1, 2, 3, and 5 were tested using a 2 x 3 analysis of covariance. The pretest was used as the covariant in this analysis. No statistically significant differences in the classroom mean scores were determined between teaching methods, teaching methods with only girls as subjects, teaching methods with only boys as subjects, and boys and girls. Hypothesis 4, concerning the pretest differences between boys and girls, was tested using a t-test for independent samples. No statistically significant differences were found. From the findings several conclusions can be drawn. The receptive language of kindergarten children can be expected to improve when taught by any of the three selected oral language systems. Boys do not need different oral language experiences from girls; therefore the sex of the children need not be a major consideration when an oral language system is selected. Other factors which need not be major considerations in the selection of an oral language system are the race and socioeconomic level of the children.
  • Physical Description: v, 99 leaves

Subject

  • Keyword: kindergarten students
  • Keyword: oral language systems
  • Library of Congress Subject Headings: Language arts (Preschool)
  • Library of Congress Subject Headings: Listening -- Study and teaching (Preschool)
  • Library of Congress Subject Headings: Teaching -- Aids and devices.

Collection

  • Name: UNT Theses and Dissertations
    Code: UNTETD

Institution

  • Name: UNT Libraries
    Code: UNT

Rights

  • Rights Access: public
  • Rights Holder: Francis, Patricia Sue Bryant
  • Rights License: copyright
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.

Resource Type

  • Thesis or Dissertation

Format

  • Text

Identifier

  • Accession or Local Control No: 1002783705-Francis
  • Call Number: 379 N81d no.1268
  • UNT Catalog No.: b1162637
  • OCLC: 4127555
  • Archival Resource Key: ark:/67531/metadc500389

Degree

  • Academic Department: College of Education
  • Degree Discipline: Early Childhood Education
  • Degree Level: Doctoral
  • Degree Name: Doctor of Education
  • Degree Publication Type: disse
  • Degree Grantor: North Texas State University