Utilization of language experience as a feature of reading readiness

Lake, Martha (1979) Utilization of language experience as a feature of reading readiness. Masters thesis, Memorial University of Newfoundland.

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    Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
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Abstract

The primary purpose of this study was to investigate the effectiveness of a supplementary language experience approach on kindergarten performance in reading readiness. -- The two main hypotheses explored were: -- 1. There are no significant differences in the level of reading readiness as measured by the Metropolitan Readiness Test (Form P, Level II) between the control group and the experimental group at the conclusion of the investigation after scores are adjusted for pretest differences by an analysis of covariance. -- 2. There are no significant differences in oral language development between the control group and the experimental group as measured by the Peabody Picture Vocabulary Test (Form B) at the conclusion of the investigation after scores are adjusted for pretest differences by an analysis of covariance. -- The sample consisted of forty-two kindergarten students from one elementary school under the jurisdiction of the Roman Catholic School Board for St. John's. The test battery for each child consisted of the Metropolitan Readiness Test (Form P, Levels I and II) and the Peabody Picture Vocabulary Test (Forms A and B). The Breakthrough to Literacy program was the specific language experience approach utilized. The study began in early October 1978, following pretesting, and continued for a period of six and one-half months, ending on April 30, 1979. -- Results were analyzed statistically by means of an analysis of covariance. In reading readiness, only total raw scores obtained from the sum of all subtests of each Metropolitan Readiness Test (Form P, Levels I and II) were subjected to statistical analysis as the objective of the investigation was to examine overall performance rather than focus on any individual components. In oral language development, as well, the raw scores on the Peabody Picture Vocabulary Test (Forms A and B) were utilized for analysis. -- At the .05 level of confidence, statistical analysis revealed that there were no significant differences between the experimental group and the control group in either reading readiness or oral language development. The statistical results, however, provide somewhat limited information due to the small sample size utilized and to the method employed in pretesting and in the formation of the experimental and control group. The investigator's subjective interpretation, having participated in the study for a period of six and one-half months, was that utilization of the Breakthrough to Literacy program for language experience was more suited to a grade one or an advanced kindergarten class.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/7687
Item ID: 7687
Additional Information: Bibliography: leaves 102-107.
Department(s): Education, Faculty of
Date: 1979
Date Type: Submission
Library of Congress Subject Heading: Reading readiness; Reading (Primary)

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