The purpose of this study was to investigate whether the embedded language approach is effective in teaching the traditional language arts curriculum, and whether it holds any advantages over the more traditional approach. Twelve teachers in ten different schools taught language skills using the embedded language approach, while twelve matched teachers explicitly taught the same skills using traditional workbook practice activities for six weeks. Treatment efficacy was assessed using gain scores between pretest and posttest using a battery of informal and standardized measures. In addition, weekly comprehension probes were administered to examine whether language arts skills taught during the week generalized to the target context of reading.
Results of the mixed design Analyses of Variance (ANOVA) indicated that scores for classes receiving the embedded language lessons were statistically different from scores of the classes receiving the explicit language lessons for the informal pre and posttest measurements, but not for the standardized subtests measurements. Also, findings revealed that the embedded language group and the explicit language group performances were similar and did not favor either group for the comprehension probes.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-01052006-114234 |
| Date | 10 January 2006 |
| Creators | Dinkins, Erica L. |
| Contributors | Janet A. Norris, Paul Hoffman, R. Prakash Dixit, Hugh Buckingham, Sean Lane |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-01052006-114234/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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