Table Of Content

THEEFFICACYOFTHELANGUAGE,LEARNING,ANDLITERACY DIAGNOSTICASSESSMENT(L3)INDIFFERENTIATINGCHILDREN’S LANGUAGEANDLITERACYSKILLSIN PRESCHOOLTHROUGHFIRSTGRADE By JAUMEIKOJHAUNETTECOLEMANBROWN ADISSERTATIONPRESENTEDTOTHEGRADUATESCHOOLOFTHE UNIVERSTIYOFFLORIDAINPARTIALFULFILLMENTOFTHE REQUIREMENTSFORTHEDEGREEOFDOCTOROFPHILOSOPHY UNIVERSITYOFFLORIDA 2002 ACKNOWLEDGEMENTS IwouldliketothankDr.Lombardinoforbeinganadvisorandmentortome throughthisrigorousprocess. Withoutherconstantsupport,motivation,andincredible talentthisprojectwouldnothavebeencompleted. IwouldalsoliketothankDr.DysonandDr.Logannotonlyforparticipatingas committeemembers,butalsoforenrichingmyeducationthroughtheyearsbyfacilitating myunderstandingoftheintegrationofbasicandappliedresearch. IwouldliketothankDr.Flowers,whoseknowledgeofstatisticsshapedthe frameworkfortheearlyportionoftheproject. IwouldliketoexpressgratitudetoDr. Farrar,whoagreedtobemyoutsidecommitteememberatthelastmomentandwhose commentsduringmydefensegeneratedinterestingdiscussionaboutfutureresearch topics. IamgratefulthatMr.Jooassistedmewiththestatisticalanalysesasthisproject wouldnothavebeencompletedwithouthishelp. Andlast,butcertainlynotleast,Iwouldliketoexpressthedeepestgratitudeto myhusband,CarlEdwardBrown,Jr.,whoselove,patience,devotion,tolerance,and muchmoreinspiredmetocontinuethepursuitofthisdegreedayafterday. 11 TABLEOFCONTENTS page ACKNOWLEDGEMENTS ii ABSTRACT vii CHAPTER 1 INTRODUCTION 1 DevelopmentoftheL3 3 SpokenLanguage 5 WrittenLanguage 9 DevelopmentalModelsofReadingAcquisition 14 InteractiveModelsofReadingAcquisition 16 RelationshipbetweenPhonologicalKnowledgeandReading 20 SpeechProduction 25 RationaleforanIntegratedTool 28 StatementoftheProblem 32 2 METHODOLOGY 36 Participants 36 ExaminersandSetting 38 Instrumentation 39 CaseHistoryQuestionnaire 41 L3ProtocolDescription 43 Section1:WrittenLanguageDomain 44 Printconcepts 44 Phonologicalawarenessconcepts 47 Phonemicawarenessconcepts 51 Graphicconcepts 53 Section2:SpokenLanguageDomain 55 Receptivelanguage 55 Expressivelanguage 57 Section3:SpeechProductionDomain 60 ReliabilityProcedures 61 iii 1 3 RESULTS 63 DescriptiveAnalysis:L3Composite 64 DescriptiveAnalysis:WrittenLanguageDomain 66 PrintConcepts 66 Letterdiscrimination 66 Visualmatching 67 Identifyingbeginningandendingofsentence 67 Alphabetknowledge 68 Conceptofword 70 PhonologicalAwarenessConcepts 70 Rhymerecognitioninsentences 70 Rhymerecognitioninwords 70 Rhymeproductioninwords 71 Rhymeproductioninsentences 7 Rhymeoddmanout:auditory-only 72 Rhymeoddmanout:auditory-visual 72 Rhymeinstorywithnonsenseword 73 Alliterationoddmanout: auditory-only 73 Alliterationoddmanout: auditory-visual 74 PhonemicAwarenessConcepts 74 Elision 74 Phonicsprinciples ....75 Inventedspelling 75 Word/nonsensewordrecognition 76 Spellingrecognition 76 GraphicConcepts 76 Copyinggeometricformsandletters 76 Copyingwordsandsentences 77 SummaryofDescriptiveDataforWrittenLanguageComposite.,77 DescriptiveAnalysis:SpokenLanguageDomain 77 ReceptiveLanguage 79 Receptivevocabulary 79 Lexicalorder 79 Morphologicalfamiliarity 80 Receptive:spatial-temporalconcepts 80 Listeningcomprehension 81 ExpressiveLanguage 81 Parallelsentenceproduction 81 Definitions 82 Synonyms 82 Verbalanalogies 82 Expressive:spatial-temporalconcepts 83 Storytelling 83 Rapidnaming 84 IV SummaryofDescriptiveDatafortheSpokenLanguage Composite 85 DescriptiveAnalysis:SpeechProductionDomain 85 SoundsinWords 86 ComplexSpeechProduction 86 PseudowordRepetition 87 SummaryofDescriptiveDataforSpeechProduction 88 OverallSummaryofDescriptiveData 88 ComparativeFindingsAcrossThreeGrades: L3Composite 89 ComparativeFindings:WrittenLanguageDomain 89 PrintConcepts 89 Letterdiscrimination 89 Visualmatching 89 Identifyingbeginningandendingofsentence 90 Alphabetknowledge 90 Conceptofword 91 PhonologicalAwarenessConcepts 91 Rhymerecognitioninsentences 91 Rhymerecognitioninwords 91 Rhymeproductioninwords 91 Rhymeproductioninsentences 92 Rhymeoddmanout:auditory-only 92 Rhymeoddmanout:auditory-visual 92 Rhymeinstorywithnonsenseword 92 Alliterationoddmanout: auditory-only 93 Alliterationoddmanout: auditory-visual 93 PhonemicAwarenessConcepts 93 Elision 93 Phonicsprinciples 94 Inventedspelling 94 Word/nonsensewordrecognition 94 GraphicConcepts:GeometricFormsandLetters 94 ComparativeFindings:SpokenLanguageDomain 94 ReceptiveLanguage 95 Receptivevocabulary 95 Lexicalorder 95 Morphologicalfamiliarity 95 Receptive:spatial-temporalconcepts 95 Listeningcomprehension 96 ExpressiveLanguage 96 Parallelsentenceproduction 96 Definitions 96 Verbalanalogies 96 Expressive:spatial-temporalconcepts 96 Storytelling 97 Rapidnaming 97 ComparativeFindings:SpeechProductionDomain 98 SoundsinWords 98 ComplexSpeechProduction 98 PseudowordRepetition 98 SummaryofComparativeFindings 99 4 DISCUSSION 104 OverallFindings 104 TotalL3Composite 104 ComparisonofPreschoolPerformanceacrossSubtests 105 Assessmentofpre-literacyandwrittenlanguage 105 Assessmentofspokenlanguage 108 FirstGradersComparedtoKindergartnersandPreschoolers 110 KindergartenComparisonstoPreschoolersandFirstGraders....112 SubtestthatDidNotDifferentiatebetweenGroups 113 HypotheticalandRealProfilesBasedonL3Subtests 116 StrengthsoftheStudy 120 LimitationsoftheStudy 122 FutureResearch 123 DiscussionSummary 126 APPENDIX A RELIABILITYBYCONSENSUS 128 B CORRELATIONS 140 REFERENCES 142 BIOGRAPHICALSKETCH 146 vi AbstractofDissertationPresentedtotheGraduateSchooloftheUniversityofFloridain PartialFulfillmentoftheRequirementsfortheDegreeofDoctorofPhilosophy THEEFFICACYOFTHELANGUAGE,LEARNING,ANDLITERACY DIAGNOSTICASSESSMENT(L3)INDIFFERENTIATINGCHILDREN’S LANGUAGEANDLITERACYSKILLSINPRESCHOOLTHROUGHFIRSTGRADE By JaumeikoJhaunetteColemanBrown December,2002 Chairperson:LindaJ.Lombardino,Ph.D. MajorDepartment:CommunicationSciencesandDisorders TheNationalReadingPanel(NRP)wascreatedtoexaminethesignificanceof earlyidentificationandinterventionforchildrenwhoareat-riskforreadingfailure. Early interventionistheidealmechanismforreducingthenumberofindividualswithreading difficulty. Atoolisneededthatallowsforavalidandreliableevaluationofarangeof spokenlanguage,writtenlanguage,andspeechproductionskillsduringtheearliest schoolyearstobetterpredictlaterdifficultyinthelinguisticdomain. TheLanguage, Learning,andLiteracyDiagnosticAssessment(L3)includesacasehistoryquestionnaire aswellasthreedomainsofassessment: SpokenLanguage,WrittenLanguage,and SpeechProduction. Areviewoftheliteratureonspokenandwrittenlanguage developmentandthepredictorsofreadingachievementdeterminedthebroadoutlineand specificsubtestsontheL3. Thepurposeofthisstudywastodeterminetheefficacyof theL3forexamininganddifferentiatingspokenlanguage,writtenlanguage,andspeech productionatthreeacademiclevels:preschool,kindergarten,andfirstgrade. The participantsinthisstudywere34children: 10preschoolchildren,11kindergarten children,and13firstgradechildren. Theparticipantswereindividuallyadministered specificsubtestsineachofthethreedomains. Resultsofthisstudyrevealedthatthefirst gradegroupandkindergartengroupperformedsignificantlybetterontheTotalL3 Composite,WrittenLanguageComposite,andSpokenLanguageComposite. Thefirst gradegroupperformedsignificantlybetterontheSpeechProductioncompositethanthe preschoolgroup. Basedonthecomparativedata,itappearsthatthetoolbest differentiatespreschoolchildrenfromkindergartenersandfirstgraders. Thisstudyneeds tobereplicatedinordertotestthereliabilityofthetool. ForvalidationoftheL3,anitem analysisofeachsubtestmustbeconducted. Externalvaliditywascompromiseddueto smallsamplesizeandlimitedrepresentationofgeographicregionsandcultures. Speech- languagepathologistsshouldbeabletomakemoredistinctdifferentialdiagnosesusing theL3. viii CHAPTER 1 INTRODUCTION In1997theDirectoroftheNationalInstituteofChildHealthandHuman Development(NICHD)establishedtheNationalReadingPanel(NRP)toinform Congressaboutthestatusofresearch-basedknowledgerelatedtotheeffectivenessof variousapproachestoteachingchildrenhowtoread(NationalInstituteonChildHealth, April2000). TheNRPheldseveralregionalpublichearingsinwhichteachers,parents, students,andpolicymakersvoicedtheirconcernsregardingthelargenumberofchildren whoaredelayedintheiracquisitionofreadingandspellingskills. Theconcernregarding thesignificanceofearlyidentificationandinterventionofchildrenat-riskforreading failuremoststronglyunderscorestheneedforacomprehensivetooltoevaluateboth spokenandwrittenlanguageskillsduringtheearliestschoolyears. MembersoftheNRP believedthatmanyoftheconcernscouldbeaddressedbycompletinganin-depth analysisoftheeffectsofseveralareasoflanguageinstructiononthedevelopmentof writtenlanguageproficiency,includinginstructioninphonemicawareness,phonics, readingfluency,vocabulary,textcomprehension,andteacherpreparationforreading instruction. Anumberofthinktankswithinwell-knownorganizationssuchasthe SocietyfortheScientificStudyofReading(SSSR)andtheInternationalDyslexia Association(IDA)havecontributedempirically-basedinformationregardingthe developmentofearlyidentificationtools,preventativemeasures,andearly 1 2 interventiontechniques. Earlyinterventionistheidealmechanismforreducingthe numberofindividualswithreadingdifficulty. Toachievethisgoal,atoolisneededthat allowsforavalidandreliableevaluationofarangeoflanguageskills.Literacyisan outcomeoftheintegrationoflistening,speaking,reading,andwriting,eachofwhich developinahierarchicalmannerwithinthefirstdecadeoflife. Althoughtherearemany toolsthatevaluatekeycomponentsofpre-readingandreadingskills,includingwritten language,spokenlanguage,andspeechproductionskills,therearetwoprimaryproblems withtheseinstruments: 1)noneprovideacomprehensiveassessmentofbothspokenand writtenlanguageskillsand2)theinstrumentshavenotbeenusedbydiagnosticiansinthe disciplineofspeechandlanguagepathologytopredictwhichchildrenareat-riskforlater readingdifficulty. Theefficientdetectionofreadingdisabilityrequiresacomprehensive toolthatidentifiesdifferencesincohortsatvariousdevelopmentallevels. Thepurposeofthisstudyistodeterminetheefficacyofacomprehensivetool,the Language,Learning,andLiteracyDiagnosticAssessment(L3),forexaminingand differentiatingspokenlanguage,writtenlanguage,andspeechproductionatthree academiclevels:preschool,kindergarten,andfirstgrade. TheL3measuresthefollowingthreeconstructs: spokenlanguage,written language,andspeechproduction. Spokenlanguageconsistsofboththecomprehension andexpressionofvariousverballanguageformsthatareage-appropriateandconsistent withtheindividual’ssocioculturalbackground. Writtenlanguageincludesbothreading andwritingskills. Speechproductionincludesproductionofsoundsinisolation, syllables,words,andsentenceswhichareintelligibletothelistenerandfollowthe phonotacticandpragmaticconstraintsofthespeaker’slanguage.

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161 Pages·2002·6.8 MB·English
by  Brown, Jaumeiko Jhaunette Coleman, 1976-
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