The purpose of this study was to determine whether children in a day care setting increase in their development of listening vocabulary, concepts about print, and oral language proficiency when exposed to a daily read-aloud program with language interaction, to a greater extent than those exposed to (1) a read-aloud program without language interaction, (2) no planned read-aloud program or (3) from interaction with an adult in a setting other than story time. / Thirty-six children, ages three to five, attending a day care center serving a minority, racial group in a low-economic area were randomly placed into three treatment groups and one control group. All of the subjects were administered three pre-tests and three post-tests. For ten weeks the researcher met with the three treatment groups on a daily basis. Groups One and Two heard the same stories, the difference between the groups being the amount of language interaction initiated by the researcher. Group Three worked freely with art materials. / The effect of the reading aloud, language interaction and the interaction of the two were each addressed by the three post-tests. Analysis of covariance was used to measure differences, the covariates being the three pre-tests and ages of the subjects. There were no statistically significant results from the Peabody Picture Vocabulary Test or Development of Oral Language test. The results from the Concepts About Print test did show a statistically significant effect from reading aloud. Results from the Concepts About Print test did not show statistically significant effects for language interaction or the combination of reading aloud and language interaction, however. / Subsequent analysis of the means and standard deviations for each of the four groups, on each of the post-tests, plus a look at the gains and losses made by the subjects from the pre-tests to the post-tests did provide some interesting insight into possible reasons for the lack of significance in this study. Some possible variables examined were: group dynamics, actual language interaction occurrences, size of groups, age variations in groups, length of study, and physical setting and situation. / Source: Dissertation Abstracts International, Volume: 47-05, Section: A, page: 1598. / Thesis (Ph.D.)--The Florida State University, 1986.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75806 |
| Contributors | LAMB, HOLLY ANNE., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 131 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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