Interest in children who are diagnosed with expressive language delay has increased over the years. This has resulted in follow-up studies which have suggested that these children would have difficulties in academics during their elementary school years (Hall & Tomblin, 1978; Weiner, 1974) The current study sought to determine if children with a history of and children with continued expressive language delay would have problems with academics once they reached the second grade. The Peabody Individual Achievement Test (PIAT) was used to measure academic performance. It was chosen for it's reliable standardization and use of five different subtest areas to determine overall academic achievement. The purpose of this study was to determine if there are significant differences in academic performance on PIAT between three groups of second grade children with different language histories. The three groups are: 1) children with normal language history 2) children with a history of expressive language delay (HELD) who were identified as late to talk between 20 and 34 months of age, but who received a score at or above the tenth percentile in the second grade on the DSS (Developmental Sentence Scoring, Lee 1974), and 3) children with chronic expressive language delay (ELD) who were identified as late to talkers between 20 and 34 months of age, and received a score below the tenth percentile in the second grade on the DSS. Significant differences were found between the ELD group and the Normal group in the areas of Math and General Information as well as the Total Test Score. The ELD group also performed significantly lower than the HELD group in the areas of Math and the Total Test Score. There were no significant differences found between the HELD group and the Normals or between the ELD and HELD groups on the General Information subtest. These results were consistent with the most recent research article by Whitehurst and Fischel (1994) which looked at three longitudinal studies and found that by five years of age most children diagnosed with specific expressive language delay were performing within the normal range in ·various areas of language development.

Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Frank B. Murray, School of Education. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references. Also available on the Internet.

Source: Dissertation Abstracts International, Volume: 69-09, Section: B, page: 5346. Adviser: Christine M. Markham. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references. Also available on the Internet.

Source: Masters Abstracts International, Volume: 46-04, page: 2087. Adviser: Deanna M. Hoelscher. Includes bibliographical references.

This dissertation investigates the quality teaching practices of three third grade teachers within the context of high-stakes testing. Chapter 1 introduces my research question and important terms, such as quality teaching, standardized testing and success. Chapter 2 synthesizes relevant literature in the area of quality teaching and standards based accountability. The literature review seeks to highlight the significant attention paid to outcomes based education and, the lack of emphasis given to quality teaching in such contexts. Chapter 3 forwards the specific conceptual framework for this study while detailing the methodology that guided this investigation including data gathering and analysis. Chapters 4 and 5 present the findings from this research. Chapter 4 examines the quality teaching practices demonstrated by these teachers and found in the literature and chapter 5 presents notions of success and the unique ways that each teacher enacted quality teaching practices in his/her classroom. I highlight the specific way each teacher facilitated students' success and discuss the various ways that each teacher conceived of success, both within and outside the context of standardized testing. Chapter 6 draws comparison between the three teachers involved in the study highlighting overarching themes present in the ways they defined and created successful learning environments for students. This dissertation concludes with a discussion of implication for teachers, teacher educators and other stakeholders and, suggestions for future research. / text

This study examined which predictor measures best explain first grade retention in Texas, using three campus configuration types. Predictor measures were chosen from Texas public school campus student demographic and operational data, as well as community-based early childhood program data. Prior to this study, no research had been conducted in Texas that merged public school-based early childhood program data with community-based early childhood program data in order to understand a historical and often neglected problem in the state's education system: the number of students being held back in first grade. To determine which predictor measures best explained first grade retention among selected campus configuration types, a hierarchical regression analysis was conducted. Initially, public school campuses that did not contain early childhood and/or pre- kindergarten programs in their campus configuration, and that generally served students with fewer risks for academic and social failure, had lower first grade retention rates, which were statistically significant. After controlling for multiple campus student demographic and operational predictor measures, as well as access to community-based early childhood programs per first grade student, however, campuses that contained early childhood and pre-kindergarten programs, or a combination of both, had retention rates that were no longer statistically different from the campus configurations that, on average, contained fewer economically disadvantaged and at-risk students. Although the study was a systems-level analysis and was restricted to making inferences at the aggregate level that were non-causal, the findings provided several clues that suggest early childhood programs and experiences, both internal and external to public school campuses, have the potential to affect the short- and long-term academic success of vulnerable children. The study encouraged collaboration between the public school system and a complex, diverse community-based early childhood system, using a "vulnerable neighborhood approach" (Bruner,2007), as one effective strategy for promoting school readiness and success for disadvantaged children, and as one means to address this challenge. / text

No description available.

A recent trend shows that activity levels in children are declining while obesity levels are increasing. To address this problem, after school programs are being introduced to increase activity levels in preadolescents and promote healthy lifestyles. Existing studies have suggested that a better understanding of the psychosocial influences on physical activity (PA) during preadolescence could assist efforts in school settings to promote lifelong PA. This study used a sample of third grade students to investigate the relationships between the psychosocial correlates of PA, Gender, Extracurricular PA Participation, Intention to Be Physically Active, and BMI among third grade children. Results indicated that Gender, Beliefs (about the consequences of being active), and Self-Efficacy were associated with Extra Curricular PA Participation while Beliefs and Self-Efficacy were related to Intention to Be Physically Active. This suggests that third grade children’s Extra Curricular PA Participation and Intentions to Be Physically Active can be improved by enhancing children’s Self-Efficacy and Beliefs about the consequences of being active. / Fisher Institute for Wellness and Gerontology