Research has documented the importance of early oral language and phonological sensitivity abilities in relation to later reading success. More research is needed to measure specific components of oral language abilities in order to better understand oral language development during the preschool years and its relation to emergent literacy. The present study was designed to expand the research base on language production and emergent writing and drawing abilities in 3-year-old children. This investigation utilized standardized language assessment and a spontaneous language sample in order to provide an in depth analysis of oral language. Spontaneous language samples were analyzed for length of utterance, vocabulary diversity, and lexical components. Emergent writing and drawing were evaluated utilizing a developmental scale. This investigation also sought to document developmental changes in spontaneous language production in a story retell task. In addition, a subgroup of these children was re-evaluated at 4 years in order to determine whether language and emergent writing and drawing at 3 years predict language and emergent literacy abilities at 4 years. The methods for the proposed study are presented for data collection, transcription, coding, and analysis of language, emergent literacy and emergent writing measures. Results indicated that standardized measures of both receptive and expressive language were related to spontaneous language variables at 3 years. On the story retell task, children were able to retell parts of a story about a familiar routine at 3 years and provided significantly more information in their story retell at 4 years. Both standardized language and spontaneous language measured at 3 years were significant predictors of oral language abilities at 4 years. Although standardized language was a better predictor of oral language, the lexical composite uniquely contributed to the prediction of oral language abilities at 4 years. The predictor variables were not significantly related to phonological awareness and print awareness measured at 4 years. Due to the strength of the concurrent and predictive relationships found in this study, future research should continue to explore relationships between early language abilities and later academic outcomes. / A Dissertation submitted to the Department of Communication Disorders in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2004. / March 31, 2004. / Story Retell, Narrative Development, Phonological Awareness, Print Awareness, Language Development / Includes bibliographical references. / Amy Wetherby, Professor Co-Directing Dissertation; Lisa Scott Trautman, Professor Co-Directing Dissertation; Stephanie Dent Al Otaiba, Outside Committee Member; Christopher Lonigan, Outside Committee Member; Joanne Lasker, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_181157 |
| Contributors | Curran, Tricia M. (authoraut), Wetherby, Amy (professor co-directing dissertation), Trautman, Lisa Scott (professor co-directing dissertation), Al Otaiba, Stephanie Dent (outside committee member), Lonigan, Christopher (outside committee member), Lasker, Joanne (committee member), School of Communication Science and Disorders (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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