An investigation of oral language receptive vocabulary and concepts about print of kindergarten children during the initial and final stages of their developmental program

Martin, Brenda (1985) An investigation of oral language receptive vocabulary and concepts about print of kindergarten children during the initial and final stages of their developmental program. Masters thesis, Memorial University of Newfoundland.

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Abstract

Print concept knowledge, as measured by Sand and Stones tests, and oral language receptive vocabulary, as measured by forms L and M of the Peabody Picture Vocabulary test (PPVT-R), of 103 kindergarten schildren were investigated in November and May. The children were interviewed individually by the investigator at both testing periods. It was hypothesized that the two major variables would show a significant positive correlation as would their gain scores. Significant correlations were found at both testing periods. The gain scores, however, were not correlated. It was concluded that knowledge of oral and printed language are interrelated in their development. -- It was also hypothesized that the two major variables and their gain scores would be significantly affected by the secondary variables, school entrance age and sex. Results of F tests revealed that knowledge of print concepts was significantly affected by sex at the final testing period, with girls scoring higher. Oral language receptive vocabulary was significantly affected by school entrance age at both testing periods, with the older children scoring higher. Gain scores of the major variables were not significantly affected by sex or school entrance age. It was concluded that boys may lack valuable preschool experiences with print due to society's sex-role standards. -- Results of Clay's Sand and Stones tests were analyzed in comparison with Day and Day's (1978) results of kindergarten children in Texas. Agreement was found in the developmental sequence of concept patterns. This study supported the Day and Day conclusion that success with all print concepts was not a prerequisite for reading and that many advanced print concepts could be acquired during the learning-to-read process.

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