Action Research Oral Language Skills for Kindergarten Students

(1)

Running head: ORAL LANGUAGE DEVELOPMENT Running head: ORAL LANGUAGE DEVELOPMENT

Best Practices And Strategies To

Best Practices And Strategies To Increase Oral Language Increase Oral Language Skills For KindergartenSkills For Kindergarten Students

Students

Connie Crandall Connie Crandall

University of Ne !ngland University of Ne !ngland

A"ril #$ %&'( A"ril #$ %&'(

1 1

(2)

Abstract Abstract

T)is action researc) investigated t)e *est strategies to use to

T)is action researc) investigated t)e *est strategies to use to )el" i+"rove kindergarten)el" i+"rove kindergarten students,

students, oral language skills- oral language skills- T)is "a"er co+"ares t)e results of t)e Clinical !valuation ofT)is "a"er co+"ares t)e results of t)e Clinical !valuation of Language Funda+entals . / 0C!LF1 an oral language "re and "ost test$ after five eeks of Language Funda+entals . / 0C!LF1 an oral language "re and "ost test$ after five eeks of interventions-

interventions- T)e interventions t)at erT)e interventions t)at ere i+"le+ented ere daily interactie i+"le+ented ere daily interactive read2alouds it) ave read2alouds it) a focus on voca*ulary$ daily

focus on voca*ulary$ daily2 s)ared readings and retellings of fa+iliar stori2 s)ared readings and retellings of fa+iliar stories using "ro"s- es using "ro"s- T)eT)e "artici"ants in t)e study ere fourteen five 2 year old kindergart

"artici"ants in t)e study ere fourteen five 2 year old kindergarten students- en students- A A +i3ed +et)ods+i3ed +et)ods a""roac) to data collection as

a""roac) to data collection as utili4ed )ic) included rating scales$ o*servations$ a studentutili4ed )ic) included rating scales$ o*servations$ a student survey and a "re and "ost .

survey and a "re and "ost . test- test- T)e findings su""ort T)e findings su""ort t)e continued i+"le+entation of daily t)e continued i+"le+entation of daily oraloral read alouds$ daily s)ared readings and

(3)

"ro"s-ORAL LANGUAGE DEVELOPMENT ORAL LANGUAGE DEVELOPMENT

Ta

Table of ble of ContentsContents

Abstract...2

T Tabe !" #!ntents...abe !" #!ntents...$...$ T Tabe !" %abe !" %igures...igures...&.& 'ntr!ducti!n...( 'ntr!ducti!n...( Rati!nae...( Rati!nae...( Pr!be) *tate)ent...+ Pr!be) *tate)ent...+ Research ,uesti!ns...+ Research ,uesti!ns...+ -/!thesis...+ -/!thesis...+ Literature R Literature Re0ie...e0ie..... *u))ar...12

*u))ar...12

Meth!d!!g...1$

*tate)ent !" the *tate)ent !" the Pr!bePr!be)...1$)...1$

Pri)ar R Pri)ar Research ,uesti!ns...esearch ,uesti!ns...1$...1$

-/!thesis...1$ -/!thesis...1$ Research Design...1$ Research Design...1$ 'nter0enti!ns...13 'nter0enti!ns...13

'nstru)ents Used t! Obtain Data...1& 'nstru)ents Used t! Obtain Data...1& Data Vaidit...14 Data Vaidit...14 Data Anasis...1( Data Anasis...1( Partici/ants...1+ Partici/ants...1+ Resuts...1+ Resuts...1+ $ $

(4)

%indings...1+ %indings...1+ Discussi!n...24 Discussi!n...24 #!ncusi!ns...$$ #!ncusi!ns...$$ Li)itati!ns...$3 Li)itati!ns...$3

*u))ar and %urther Research...$3

Acti!n Pan...$& Acti!n Pan...$& #!ncusi!ns...$& #!ncusi!ns...$& Re"erences...$( Re"erences...$( A//endi5 A...$ A//endi5 A...$ A//endi5 6...37 A//endi5 6...37 A//endi5 #...32 A//endi5 #...32 A//endi5 D...3$ A//endi5 D...3$

(5)

ORAL LANGUAGE DEVELOPMENT ORAL LANGUAGE DEVELOPMENT

Table of Tables and Figures Table of Tables and Figures

T

Tabe 7...abe 7...14...14 T

Trianguati!n Matri5...14rianguati!n Matri5...14 T

Tabe 1...abe 1...1...1 *OLOM Obser

*OLOM Obser0ati!n 80ati!n 8ee9 1...ee9 1...1...1 T

Tabe 2...abe 2...27...27 *OLOM Obser

*OLOM Obser0ati!n 80ati!n 8ee9 2...ee9 2...27...27 T

Tabe $...abe $...27...27 *OLOM Obser

*OLOM Obser0ati!n 80ati!n 8ee9 $...ee9 $...27...27 T

Tabe 3...abe 3...21...21 *OLOM Obser

*OLOM Obser0ati!n 80ati!n 8ee9 3...ee9 3...21...21 T

Tabe &...abe &...22...22 *OLOM Obser

*OLOM Obser0ati!n 80ati!n 8ee9 &...ee9 &...22...22 T

Tabe 4...abe 4...2$...2$ #EL%

#EL% PrPreeTTest...est...2$2$ T

Tabe (...abe (...23...23 #EL%

#EL% P!stP!stTTest...est...23...23 T

Tabe +...abe +...2&...2& *tudent Reading *ur0e...2& *tudent Reading *ur0e...2& T

Tabe ...abe ...24...24 Obser0ati!n !" *tudent Pr!/ Usage...24 Obser0ati!n !" *tudent Pr!/ Usage...24 T

Tabe 17...abe 17...2(...2( & &

(6)

#EL% *c!re Di;erence 6eteen P!stTest and PreTest...2(

%igure 1...2+

#EL% Pre and P!st Test *c!re Di;erence "r!) #riteri!n *c!re...2+

%igure 2...2

Per Percentage !" Reati0e #EL% *ecti!n 'ncrease...centage !" Reati0e #EL% *ecti!n 'ncrease...2...2

T Tabe 11...abe 11...$7...$7

*OLOM T *OLOM T!ta and !ta and 88ee9 #hange ee9 #hange in *c!res...in *c!res...$7..$7

%igure $...$7

*OLOM Obser *OLOM Obser0ati!n #hange /er 8e0ati!n #hange /er 8ee9 /er #ateg!r...e9 /er #ateg!r...$7$7 %igure 3...$2

%igure 3...$2

*tudents That *aid The *tudents That *aid The En<! Using Pr!/s #EL% *c!re #hange...$2En<! Using Pr!/s #EL% *c!re #hange...$2

%igure &...$2

*tudents That *aid The D!n=t En<! Using Pr!/s #EL% *c!re #hange...$2

(7)

6est Practices And *trategies T! 'ncrease Ora Language *9is %!r 6est Practices And *trategies T! 'ncrease Ora Language *9is %!r >indergarten *tudents >indergarten *tudents Introduction Introduction Rationale Rationale

T)e nu+*er of students )o enter

T)e nu+*er of students )o enter kindergarten it) unintelligi*le s"eec) is alar+ing-kindergarten it) unintelligi*le s"eec) is alar+ing-Inco+ing students )ave a varied level

Inco+ing students )ave a varied level of language a*ility- C)ildren enter it) varied levels ofof language a*ility- C)ildren enter it) varied levels of oral language "roficiency- So+e c)ildren can already s"eak in co+"lete sentences$ and ot)ers oral language "roficiency- So+e c)ildren can already s"eak in co+"lete sentences$ and ot)ers still give one2ord ansers or an anser t)at is not underst

still give one2ord ansers or an anser t)at is not understanda*le- anda*le- T)is study ill focus onT)is study ill focus on learning ne tec)ni5ues and strategies t)at ill i+"rove oral language develo"+ent in young learning ne tec)ni5ues and strategies t)at ill i+"rove oral language develo"+ent in young c)ildren-

c)ildren- Parents ill *e asked tParents ill *e asked to take a survey to deter+io take a survey to deter+ine )o and )o often t)ey talked tone )o and )o often t)ey talked to and read to t)eir c)ildren *efore t)ey entered sc)ool-

and read to t)eir c)ildren *efore t)ey entered sc)ool- T)is study ill use a classrT)is study ill use a classroo+ of '/ at t)eoo+ of '/ at t)e 6o)n F- Kennedy Kindergarten Center- All of t)e

6o)n F- Kennedy Kindergarten Center- All of t)e kindergarten students ill *enefit kindergarten students ill *enefit fro+fro+ reinforce+ent and encourage+ent to i+"rove t)eir

reinforce+ent and encourage+ent to i+"rove t)eir oral language skills- C)ildren needoral language skills- C)ildren need o""ortunities to "ractice talking in order to develo"

o""ortunities to "ractice talking in order to develo" t)eir understanding of s"oken language- T)et)eir understanding of s"oken language- T)e kindergarten classroo+ is an ideal "lace to i+"rove oral languag

kindergarten classroo+ is an ideal "lace to i+"rove oral languag e t)roug) activities t)at e3"ande t)roug) activities t)at e3"and voca*ulary and su""ort t)e use of s

voca*ulary and su""ort t)e use of s"oken ords- "oken ords- Oral language skills are iOral language skills are i+"ortant for+"ortant for co++unication- C)ildren need to *e a*le to take "art in a conversation )ere t)ey anser co++unication- C)ildren need to *e a*le to take "art in a conversation )ere t)ey anser 5uestions$ s)are "ersonal stories and retell stories t)ey )ave )eard using

5uestions$ s)are "ersonal stories and retell stories t)ey )ave )eard using details- Oral languagedetails- Oral language i+"roves ")one+ic aareness 22 t)e knoledge t)at eac) letter )as a corres"onding sound and i+"roves ")one+ic aareness 22 t)e knoledge t)at eac) letter )as a corres"onding sound and t)at *lending t)ese individual sounds +akes ords- C)ildren it) develo"ed oral language t)at *lending t)ese individual sounds +akes ords- C)ildren it) develo"ed oral language a*ility are a*le to recogni4e and

a*ility are a*le to recogni4e and "roduce r)y+ing ords and identify *eginning "roduce r)y+ing ords and identify *eginning sounds in ords$sounds in ords$ to crucial skills for learning to

to crucial skills for learning to

read-( (

(8)

Problem Statement Problem Statement

7ore and +ore kindergarten students are co+ing to sc)ool it) "oor oral language 7ore and +ore kindergarten students are co+ing to sc)ool it) "oor oral language skills-So+e can,t tell you t)eir na+e$ so+e are u

So+e can,t tell you t)eir na+e$ so+e are unintelligi*le and are not receiving any nintelligi*le and are not receiving any kind of earlykind of early intervention s"eec) services$ and +any )ave di

intervention s"eec) services$ and +any )ave difficulty s"eaking in co+"lfficulty s"eaking in co+"lete sentences- ete sentences- On t)eOn t)e 8ial2/$ An individually ad+inistered develo"+ental screener used at kindergarten screening$ 8ial2/$ An individually ad+inistered develo"+ental screener used at kindergarten screening$ +any students score ell *elo t)e national average in language- In t)e area of language$ ite+s +any students score ell *elo t)e national average in language- In t)e area of language$ ite+s include ansering si+"le "ersonal 5uestions 0na+e$ age$ and

include ansering si+"le "ersonal 5uestions 0na+e$ age$ and se31$ articulation$ na+ingse31$ articulation$ na+ing

0e3"ressive1 or identifying 0rece"tive1 o*9ects and actions$ "lus ")one+ic aareness tasks suc) 0e3"ressive1 or identifying 0rece"tive1 o*9ects and actions$ "lus ")one+ic aareness tasks suc) as r)y+ing and

as r)y+ing and :I S"y-;:I S"y-; Research Questions Research Questions

'-'- <)at ar<)at are t)e *ese t)e *est "ractt "ractices anices and activd activitieities to i+s to i+"rove or"rove oral langal language skiuage skills alls and voca*und voca*ularylary of kindergartners=

of kindergartners=

%-%- <i<ill c)ill c)ildren ldren *enefi*enefit frot fro+ "lay + "lay activiactivities ties as elas ell as sl as structtructuredured acade+ic activities=

acade+ic activities= >-

>- <)at <)at successful successful strategies strategies do do "arents "arents use use *efore *efore c)ildren c)ildren enterenter kindergarten=

kindergarten= Hypothesis

Hypothesis

Using a five2 eek study of s"ecific selected fun

Using a five2 eek study of s"ecific selected fun and interactive strategies$ students illand interactive strategies$ students ill develo" t)e ty"e of ever

develo" t)e ty"e of everyday co++unication skills t)at facilitate learning- Using ti+edyday co++unication skills t)at facilitate learning- Using ti+ed o*servations$ "re and "ost2tests and a 5uestionnaire$ I e3"ect to see significant grot) in +y o*servations$ "re and "ost2tests and a 5uestionnaire$ I e3"ect to see significant grot) in +y students,

(9)

ot)er-ORAL LANGUAGE DEVELOPMENT ORAL LANGUAGE DEVELOPMENT

Literature Reie! Literature Reie! Kirkland and Patterson 0%&&?1 de+onstrate t)e connec

Kirkland and Patterson 0%&&?1 de+onstrate t)e connec tion *eteen a c)ild,s oraltion *eteen a c)ild,s oral

language develo"+ent and t)eir literacy develo"+ent$ including$ listening$ s"eaking$ reading and language develo"+ent and t)eir literacy develo"+ent$ including$ listening$ s"eaking$ reading and riting- Oral language co+"etencies develo"ed in

riting- Oral language co+"etencies develo"ed in t)e "resc)ool years are related to readingt)e "resc)ool years are related to reading co+"etence )en

co+"etence )en c)ildren transition to ele+entary sc)ool c)ildren transition to ele+entary sc)ool 07assey$ %&'%1- @oever$ Neu+an07assey$ %&'%1- @oever$ Neu+an and 8yer 0%&&1 concluded t)a

and 8yer 0%&&1 concluded t)at in a revie of "resc)ool curricula$ voca*t in a revie of "resc)ool curricula$ voca*ulary instruction asulary instruction as virtually non2e3istent and t)at :strategies t)at introduce young c)ildren to

virtually non2e3istent and t)at :strategies t)at introduce young c)ildren to ne ords and enticene ords and entice t)e+ to engage in +eaningful

t)e+ to engage in +eaningful conte3ts t)roug) se+antically related activities are +uc) needed;conte3ts t)roug) se+antically related activities are +uc) needed;

0"->#/1-Impact of the Home"

Impact of the Home" Oral language develo"+ent$ narrative and t)e su*se5uent earlyOral language develo"+ent$ narrative and t)e su*se5uent early literacy success *egins at )o+e and is affected *y "overty

literacy success *egins at )o+e and is affected *y "overty- - !arly language skills are i+"acted *y!arly language skills are i+"acted *y race and socio2econo+ic status 0Ne*l

race and socio2econo+ic status 0Ne*lett and Iruka$ %&'?1- ett and Iruka$ %&'?1- C)ildren in "overty often *eginC)ildren in "overty often *egin sc)ool a full standard deviation *elo t)e national average in voca*ulary skills +aking t)eir sc)ool a full standard deviation *elo t)e national average in voca*ulary skills +aking t)eir early acade+ic success unlikely 0Ad+inistration for C)ildren and Fa+ilies$ %&'' Lee  early acade+ic success unlikely 0Ad+inistration for C)ildren and Fa+ilies$ %&'' Lee  Burk)a+$ %&&% 1- Neu+an and

Burk)a+$ %&&% 1- Neu+an and <r<rig)t 0%&'/1 state t)at environ+ental factors associated it)ig)t 0%&'/1 state t)at environ+ental factors associated it) voca*ulary develo"+ent are "resent in c)ildren as

voca*ulary develo"+ent are "resent in c)ildren as early as '? +ont)s old- early as '? +ont)s old- By t)e ti+e c)ildrenBy t)e ti+e c)ildren fro+ )ig)2inco+e fa+ilies enter first grade t)ey kno tice as +any

fro+ )ig)2inco+e fa+ilies enter first grade t)ey kno tice as +any ords as c)ildren fro+ords as c)ildren fro+ lo2inco+e

lo2inco+e

fa+ilies-#pportunities to $eelop S%ills

#pportunities to $eelop S%ills. #hidren need !//!rtunities t! /ractice. #hidren need !//!rtunities t! /ractice ta9ing in !rder t! de0e!/ their understanding !"

ta9ing in !rder t! de0e!/ their understanding !" s/!9en anguage. Thes/!9en anguage. The 9indergarten cassr

9indergarten cassr!!) is an !!) is an idea /ace t! i)/r!0e !ra anguage thr!ughidea /ace t! i)/r!0e !ra anguage thr!ugh acti0ities that e5/and 0!cabuar and su//!rt the use

acti0ities that e5/and 0!cabuar and su//!rt the use !" s/!9en !rds.!" s/!9en !rds.

 

(10)

#!nsistent )!deing and )an !//!rtunities "!r ta9

#!nsistent )!deing and )an !//!rtunities "!r ta9 in the cassr!!) iin the cassr!!) i he/ a students de0e!/ critica !raanguage "!undati!ns "!r

he/ a students de0e!/ critica !raanguage "!undati!ns "!r s/!9en ands/!9en and ritten c!))unicati!n ?R

ritten c!))unicati!n ?R!g@ 2711. Ora !g@ 2711. Ora anguage s9is@ the anguage s9is@ the abiit t!abiit t! /r!0ide a narrati0e@

/r!0ide a narrati0e@ is i)/!rtant "!r is i)/!rtant "!r a//r!/riate de0e!/)ent. #hidra//r!/riate de0e!/)ent. #hidren needen need t! be abe t!

t! be abe t! ta9e /art in a c!n0ersati!n here the anser Buesti!ns@ shareta9e /art in a c!n0ersati!n here the anser Buesti!ns@ share /ers!na st!ries and r

/ers!na st!ries and rete st!ries the ha0ete st!ries the ha0e heard using detais. e heard using detais. 88ais9 andais9 and #a)/be ?2712 beie0e that teachers need t!

#a)/be ?2712 beie0e that teachers need t! engage chidren inengage chidren in /ur/!se"u@ strategic c!n0ersati!ns that "!cus !n

/ur/!se"u@ strategic c!n0ersati!ns that "!cus !n de0e!/ing 0!cabuarde0e!/ing 0!cabuar !rds and then gi0ing the chidren the !//!rtunit t!

!rds and then gi0ing the chidren the !//!rtunit t! use these !rds inuse these !rds in )eaning"u acti0itie

)eaning"u acti0ities. >inde s. >inde ?277 and 8?277 and 8ais9 and #a)/be ?2712ais9 and #a)/be ?2712 reiter

reiterate the i)/!rtance !" ate the i)/!rtance !" ch!!sing ne 0!cabuar !rds care"u and ch!!sing ne 0!cabuar !rds care"u and inin ad0ance !" the ess!n.

ad0ance !" the ess!n. 88!rds needed t! understand te!rds needed t! understand te5ts that are being5ts that are being read sh!ud be the !r

read sh!ud be the !rds that are ch!sen "!r chids that are ch!sen "!r chidren t! eardren t! earn. n. 't is't is i)/!rtant "!r chidren t! c!nnect

i)/!rtant "!r chidren t! c!nnect the ne !rds ith !rds the ne !rds ith !rds the areadthe aread 9n!.

9n!. Gr!u/ing !rds int! Gr!u/ing !rds int! categ!ries !r custers he/ categ!ries !r custers he/ chidren retain chidren retain thethe )eaning !" ne

)eaning !" ne !rds. ?Neu)an and !rds. ?Neu)an and 8ri8right@ 2712.ght@ 2712. Read&alouds"

Read&alouds" Anot)er effective strategy to develo" early language Anot)er effective strategy to develo" early language skills is reading outskills is reading out loud-

loud- T)e classroo+ is T)e classroo+ is t)e "lace to teac) oral language t)roug) it)e "lace to teac) oral language t)roug) interactive read2alouds in anteractive read2alouds in a "rint2ric) environ+ent it) +any o""ortunities for s)ared reading 0Dog$ %&''

"rint2ric) environ+ent it) +any o""ortunities for s)ared reading 0Dog$ %&''1- 1- InteractiveInteractive read2alouds encourage t)e c)ildren to

read2alouds encourage t)e c)ildren to "artici"ate in t)e reading *y ansering 5uestions or"artici"ate in t)e reading *y ansering 5uestions or +aking co++ents as t)e story is *eing read-

+aking co++ents as t)e story is *eing read- C)ildren s)ould *e encouraged to C)ildren s)ould *e encouraged to "artici"ate in t)e"artici"ate in t)e read2aloud to )el" it) t)eir understanding of t)e story *y +aking connections to t)e story and read2aloud to )el" it) t)eir understanding of t)e story *y +aking connections to t)e story and *y learning ne voca*ulary 0Kindle$ %&&1-

(11)

voca*ulary develo"+ent$ t)e read2aloud needs to *e su""le+ented it) teac)er strategies t)at voca*ulary develo"+ent$ t)e read2aloud needs to *e su""le+ented it) teac)er strategies t)at re5uire students to gain a de"t) of knoledge a*out t)eir ne voca*ulary ords 0Neu+an and re5uire students to gain a de"t) of knoledge a*out t)eir ne voca*ulary ords 0Neu+an and <ri

<rig)t$ %&'%1- g)t$ %&'%1- EEooca*ulary ords t)at are introduced during read2alouds s)ould *e taug)tca*ulary ords t)at are introduced during read2alouds s)ould *e taug)t directly 0<

directly 0<ait and Ca+"*ell$ %&'%1- ait and Ca+"*ell$ %&'%1- After teac)ing t)e ne ord$ asking c)ildren o"en2endedAfter teac)ing t)e ne ord$ asking c)ildren o"en2ended 5uestions and asking t)e+ to +ake connections a*out t)e ne ord ill )el" solidify t)e

5uestions and asking t)e+ to +ake connections a*out t)e ne ord ill )el" solidify t)e +eaning of t)e ord-

+eaning of t)e ord- :<)en reading aloud teac)ers s)ould i:<)en reading aloud teac)ers s)ould initiate "ur"oseful$ strategicnitiate "ur"oseful$ strategic conversations to guide c)ildren,s learning ne voca*ulary and conce"ts and

conversations to guide c)ildren,s learning ne voca*ulary and conce"ts and "rovide"rovide o""ortunities to talk a*out )at t)ey are

o""ortunities to talk a*out )at t)ey are learning and use language in learning and use language in +eaningful ays-; 0<a+eaningful ays-; 0<asiksik  Ca+"*ell$ %&'%$ "- >%#1-

 Ca+"*ell$ %&'%$ "- >%#1- De"eated readings of t)e story De"eated readings of t)e story )el" c)ildren understand ne ords)el" c)ildren understand ne ords and co+"re)ension of t)e

and co+"re)ension of t)e story-'aried S%ills"

'aried S%ills" T)e National !arly Literacy Panel$ 0N!LP1 %&&#$ did not "ut as +uc)T)e National !arly Literacy Panel$ 0N!LP1 %&&#$ did not "ut as +uc) e+")asis on teac)ing

e+")asis on teac)ing oral language skills oral language skills as teac)ing discrete as teac)ing discrete reading skills- reading skills- T)e N!LP T)e N!LP statesstates t)at learning

t)at learning letter knoledge and letletter knoledge and letter sounds are ter sounds are t)e +ost i+t)e +ost i+"ortant ele+ents of "ortant ele+ents of learning tolearning to read- T)e N!LP lists oral language$ conce"ts of "rint$ and "rint knoledge

read- T)e N!LP lists oral language$ conce"ts of "rint$ and "rint knoledge as a +oderate toas a +oderate to eak "redictors in learning to read- P)one

eak "redictors in learning to read- P)one+ic aareness and all t)e associated al")a*etic skills+ic aareness and all t)e associated al")a*etic skills are i+"erative to teac) c)ildren

are i+"erative to teac) c)ildren to decode- to decode- 8ecoding is only t)e fir8ecoding is only t)e first ste" in learning st ste" in learning to read$to read$ +aking +eaning or gaining co

+aking +eaning or gaining co+"re)ension is t)e ulti+ate goal of reading- It is easy to +"re)ension is t)e ulti+ate goal of reading- It is easy to res"ectres"ect t)e N!LP,s findings in t)eir t)e study *ut$ t)ey certainly underesti+ate t)e crucial i+"ortance of t)e N!LP,s findings in t)eir t)e study *ut$ t)ey certainly underesti+ate t)e crucial i+"ortance of oral language to

oral language to reading 08ickerson$ olireading 08ickerson$ olinkoff  @inkoff  @irs) . Pasek$ rs) . Pasek$ %&''1- %&''1- Structured instructionStructured instruction t)at stresses overall language develo"+ent is essential to engage

t)at stresses overall language develo"+ent is essential to engage and instruct c)ildren-and instruct c)ildren-Authentic (ngagement"

Authentic (ngagement" One central t)e+e in +uc) of t)e researc) stresses t)eOne central t)e+e in +uc) of t)e researc) stresses t)e i+"ortance of aut)entic

i+"ortance of aut)entic active engage+ent- active engage+ent- Dead2alouds are crucial Dead2alouds are crucial to oral languageto oral language develo"+ent in young c)ildren

develo"+ent in young c)ildren *ut e3tended instruction t)roug) discussions and interactions*ut e3tended instruction t)roug) discussions and interactions 11 11

(12)

it) t)e ord outside

it) t)e ord outside of t)e reading- of t)e reading- Nielsen$ Friesen$ and Fink 0%&'Nielsen$ Friesen$ and Fink 0%&''1 found t)at c)ildren +'1 found t)at c)ildren +adeade greater gains in voca*ulary in classroo+s )ere t)e c)ildren ere engaged in +eaning *ased greater gains in voca*ulary in classroo+s )ere t)e c)ildren ere engaged in +eaning *ased activities suc) as dra+atic "lay

activities suc) as dra+atic "lay- - Classroo+ activities t)at invite c)ilClassroo+ activities t)at invite c)ildren to talk )el" youngdren to talk )el" young c)ildren develo" or

c)ildren develo" oral language skilal language skills naturally ls naturally 0Kal+er$ 0Kal+er$ %&&#1- %&&#1- In addition$ In addition$ Kal+er 0%&&#1 Kal+er 0%&&#1 andand Dog 0%&''1 descri*e t)e i+"ortance of "lay *ased learning to foster c)ildren,s oral language Dog 0%&''1 descri*e t)e i+"ortance of "lay *ased learning to foster c)ildren,s oral language develo"+ent-

develo"+ent- Sensory "lay$ Sensory "lay$ dra+atic "lay$ dra+atic "lay$ *locks centers$ and cooking centers get c)il*locks centers$ and cooking centers get c)ildrendren talking-

talking- <a<aisk and Ca+"*ell 0%&'%1 *elieve in t)e i+"ortance of teac)er2c)ild conversations$isk and Ca+"*ell 0%&'%1 *elieve in t)e i+"ortance of teac)er2c)ild conversations$ )ig) 5uality conversations during center or free c)oice ti+e-

)ig) 5uality conversations during center or free c)oice ti+e- TeTeac)ers need to "lan a)ead of ti+eac)ers need to "lan a)ead of ti+e t)e voca*ulary t)ey ant t)e

t)e voca*ulary t)ey ant t)e c)ildren to learn and "rovide c)ildren to learn and "rovide +any o""ortunities for c)ildren to+any o""ortunities for c)ildren to talk in "ur"oseful conversations for t)e+ to )ear ne ords re"eatedly

talk in "ur"oseful conversations for t)e+ to )ear ne ords re"eatedly- - A A carefully "re"aredcarefully "re"ared environ+ent co+*ined it) strategic instruction ill )el" c)ildren increase t)eir oral language environ+ent co+*ined it) strategic instruction ill )el" c)ildren increase t)eir oral language skills t)roug) "lay and +eaningful

skills t)roug) "lay and +eaningful activities-Summary

Summary

Desearc) )as s)on t)at strong oral language develo"+ent at an early age +eans t)at t)e Desearc) )as s)on t)at strong oral language develo"+ent at an early age +eans t)at t)e likeli)ood of t)e c)ild *eco+ing strong in

likeli)ood of t)e c)ild *eco+ing strong in literacy is very )ig)- T)ose )o start strong in oralliteracy is very )ig)- T)ose )o start strong in oral language skills get fart)er and fart)er a)ead$ 

language skills get fart)er and fart)er a)ead$ )ile t)ose )o start it) eak oral language )ile t)ose )o start it) eak oral language fallfall far *e)ind and )ave a difficult ti+e catc)ing catc) u"- T)e *est )o"e is t)at at an early age ste"s far *e)ind and )ave a difficult ti+e catc)ing catc) u"- T)e *est )o"e is t)at at an early age ste"s are taken to strengt)en oral language-

are taken to strengt)en oral language- C)ildren develo" early oral language C)ildren develo" early oral language skills t)roug)skills t)roug) o*servation and interaction-

o*servation and interaction- Kal+ar 0%&&#1$ lists Kal+ar 0%&&#1$ lists t)e i+"ortant co+"onents of eft)e i+"ortant co+"onents of effective oralfective oral language asG

language asG

•

• Creating a language2centered learning environ+entCreating a language2centered learning environ+ent •

• EEoca*ulary oca*ulary develo"+entdevelo"+ent •

(13)

•

• Conversation skillsConversation skills •

• S)ared reading . read aloudS)ared reading . read aloud •

• S)ared ritingS)ared riting •

• Detelling and se5uencingDetelling and se5uencing •

• 8ra+atic "lay8ra+atic "lay •

• Art and +usic activitiesArt and +usic activities

)ethodology )ethodology

Statement of the Problem Statement of the Problem

T)e "ur"ose of t)is study is to find out if t)e strategies of interactive read alouds it) a T)e "ur"ose of t)is study is to find out if t)e strategies of interactive read alouds it) a focus on voca*u

focus on voca*ulary$ stlary$ structured "lay activities and ructured "lay activities and retellings of stories using "ro"s ill i+"roveretellings of stories using "ro"s ill i+"rove oral language

oral language

skills-Primary Research Questions Primary Research Questions

>->- <)at ar<)at are t)e cure t)e current orrent oral langal language leuage levels of vels of t)e '/ "at)e '/ "articirtici"ants i"ants in t)e stn t)e study=udy=

/-/- <i<ill t)e usll t)e use of dailye of daily2s)are2s)ared readind readings and daigs and daily intely interactiractive read alouve read alouds itds it) a focus on) a focus on voca*ulary and retelling of stories using "ro"s i+"rove oral languag

voca*ulary and retelling of stories using "ro"s i+"rove oral languag e skills ofe skills of kindergarten students=

kindergarten students= >-

>- <il<ill students engage in reading activitl students engage in reading activities during c)oice ti+e )en "ries during c)oice ti+e )en "ro"so"s are availa*le=

are availa*le= Hypothesis

Hypothesis

Interactive read alouds it) a focus on

Interactive read alouds it) a focus on voca*ulary$ s)ared readings and retellings ofvoca*ulary$ s)ared readings and retellings of stories using "ro"s$ ill i+"rove students,

stories using "ro"s$ ill i+"rove students, oral language skills to )el" t)e+ develo" oral language skills to )el" t)e+ develo" t)e ty"e oft)e ty"e of 1$ 1$

(14)

everyday co++unication skills t)at facilitate everyday co++unication skills t)at facilitate learning-Research $esign

Research $esign

T)is study ill focus on learning ne tec)ni5ues

T)is study ill focus on learning ne tec)ni5ues and strategies t)at ill i+"rove oraland strategies t)at ill i+"rove oral language develo"+ent in young c)ildren-

language develo"+ent in young c)ildren- T)is study ilT)is study ill use a classroo+ of l use a classroo+ of '/ kindergarten'/ kindergarten students- All of t)e kindergarten students ill *enefit fro+ reinforce+ent an

students- All of t)e kindergarten students ill *enefit fro+ reinforce+ent an d encourage+ent d encourage+ent toto i+"rove t)eir oral language

i+"rove t)eir oral language skills-Parents ill *e asked to take a

Parents ill *e asked to take a "arent 5uestionnaire at t)e *eginning of t)e "arent 5uestionnaire at t)e *eginning of t)e study tostudy to deter+ine )o t)ey rate t)eir c)ild,s s"eec) and language

deter+ine )o t)ey rate t)eir c)ild,s s"eec) and language

skills-T)e student "o"ulation ill *e given a screening test 0C!LF2/1 at t)e *eginning of t)e T)e student "o"ulation ill *e given a screening test 0C!LF2/1 at t)e *eginning of t)e study and again at t)e end to

study and again at t)e end to assess studentsH lassess studentsH language- anguage- Students, Students, oral language ill *e o*servedoral language ill *e o*served eekly using a ru*ric focusing on

eekly using a ru*ric focusing on co+"re)ension$ fluency$ voca*ularyco+"re)ension$ fluency$ voca*ulary$ "ronunciation$ and$ "ronunciation$ and

gra++ar-T)e strategies t)at ill *e i+"le+ented ill *e daily interactive read alouds it) a focus T)e strategies t)at ill *e i+"le+ented ill *e daily interactive read alouds it) a focus on voca*ulary$ daily2s)ared readings$ and retellings of stories using

on voca*ulary$ daily2s)ared readings$ and retellings of stories using "ro"s-Interentions

Interentions

8uring t)e study t)e researc)er ill use daily interactive read alouds it) t)e '/ students in 8uring t)e study t)e researc)er ill use daily interactive read alouds it) t)e '/ students in t)e kindergarten classr

t)e kindergarten classroo+- oo+- T)e teac)er ill "rT)e teac)er ill "re2select voca*ulary ords fro+ e2select voca*ulary ords fro+ eac) te3t t)ateac) te3t t)at ill )el" t)e c)ildren )ave a

ill )el" t)e c)ildren )ave a *etter understanding of t)e story used in t)e *etter understanding of t)e story used in t)e interactive read aloudinteractive read aloud and create a setting )ere t)e c)ildren in t)e study ill )ave conversations using t)e "re selected and create a setting )ere t)e c)ildren in t)e study ill )ave conversations using t)e "re selected voca*ulary ords t)roug) o"en ended 5uestions fr

voca*ulary ords t)roug) o"en ended 5uestions fro+ t)e teac)er- o+ t)e teac)er- T)e teac)er ill sT)e teac)er ill sto"to"

fre5uently during t)e read aloud to clarify )at,s )a""ening in t)e story and ask 5uestions likeG fre5uently during t)e read aloud to clarify )at,s )a""ening in t)e story and ask 5uestions likeG

•

• <)at ill )a""en ne3t=<)at ill )a""en ne3t= •

(15)

•

• T)is re+inds +e of<)at does it re+ind you of=T)is re+inds +e of<)at does it re+ind you of= •

• <)at "icture do you see in <)at "icture do you see in your +ind rig)t no=your +ind rig)t no= •

• <)at does t)is +ake you onder a*out=<)at does t)is +ake you onder a*out= •

• @o is t)is story like ot)er stories e )ave read=@o is t)is story like ot)er stories e )ave read=

T)e teac)er ill read eac) *ook several ti+es to e3"ose c)ildren to t)e ne voca*ulary T)e teac)er ill read eac) *ook several ti+es to e3"ose c)ildren to t)e ne voca*ulary ords again and to encourag

ords again and to encourage +ore students to "artici"ate in t)e discussion- T)e *ooks ill *ee +ore students to "artici"ate in t)e discussion- T)e *ooks ill *e on dis"lay in t)e classroo+ to encourage students to look at t)e+ during inde"endent on dis"lay in t)e classroo+ to encourage students to look at t)e+ during inde"endent

reading-T)e teac)er researc)er ill do a

T)e teac)er researc)er ill do a daily2s)ared reading in t)e kindergarten classroo+ usingdaily2s)ared reading in t)e kindergarten classroo+ using eekly "oe+s- T)e s)ared reading +ay

eekly "oe+s- T)e s)ared reading +ay include ec)o reading 0students ec)oing include ec)o reading 0students ec)oing t)e ords aftert)e ords after t)e teac)er1$ c)oral reading 0students reading at t)e

t)e teac)er1$ c)oral reading 0students reading at t)e sa+e ti+e as t)e teac)er1$ or fill in t)e sa+e ti+e as t)e teac)er1$ or fill in t)e ga"ga" reading 0teac)er reading t)e +a9ority of t)e

reading 0teac)er reading t)e +a9ority of t)e te3t and t)en "ausing for students to te3t and t)en "ausing for students to fill in and sayfill in and say r)y+ing ords or ot)er "redicta*le ords in t)e story1-

r)y+ing ords or ot)er "redicta*le ords in t)e story1- All of t)ese ays of reading are ays toAll of t)ese ays of reading are ays to encourage early reading en9oy+ent and success it) a )ig) level of teac)er

encourage early reading en9oy+ent and success it) a )ig) level of teac)er su""ort-T)e t)ird intervention t)e teac)er researc)er ill i+"le+ent ill *e eekly

T)e t)ird intervention t)e teac)er researc)er ill i+"le+ent ill *e eekly retelling of storiesretelling of stories using "ro"s-

using "ro"s- T)e teac)er ill read t)e story aloud at least four ti+es *efT)e teac)er ill read t)e story aloud at least four ti+es *efore releasing it into t)isore releasing it into t)is center- <

center- <e ill retell it as a class on e ill retell it as a class on t)e last reading- t)e last reading- T)e kindergarten c)ildren ill use T)e kindergarten c)ildren ill use aa "ersonal$ storytelling

"ersonal$ storytelling

voice-Instruments *sed to #btain $ata Instruments *sed to #btain $ata T)ere are +any instru+ents

T)ere are +any instru+ents to use )ile conducting an action rto use )ile conducting an action researc)- esearc)- Desearc)ersDesearc)ers s)ould consider using +ore t

s)ould consider using +ore t)an one ay to collect data- )an one ay to collect data- T)e decision a*out )at data areT)e decision a*out )at data are collected for an action researc) area of focus is largely deter+ined *y t)e nature of t)e "ro*le+ collected for an action researc) area of focus is largely deter+ined *y t)e nature of t)e "ro*le+ 07ills$

07ills$

%&'/$"-#>1-1& 1&

(16)

8ata ill *e collected using a +i3ed2+et)ods design

8ata ill *e collected using a +i3ed2+et)ods design it) *ot) 5ualitative andit) *ot) 5ualitative and 5uantitative +et)ods-

5uantitative +et)ods- Prior to t)e study$ Prior to t)e study$ t)e researc)er ill give t)e students a screeningt)e researc)er ill give t)e students a screening assess+ent to deter+ine t)eir "resent level of "erfor+ance and at t)e

assess+ent to deter+ine t)eir "resent level of "erfor+ance and at t)e end of t)e four eek studyend of t)e four eek study to deter+ine t)eir grot) during t)e study using t)e

to deter+ine t)eir grot) during t)e study using t)e Clinical !valuation of LanguageClinical !valuation of Language Funda+entals2 Fourt) !dition

Funda+entals2 Fourt) !dition Screening Test 0C!LF2/Screening TeScreening Test 0C!LF2/Screening Test1 an individuallyst1 an individually ad+inistered clinical tool designed to screen students ages ?2%' for

ad+inistered clinical tool designed to screen students ages ?2%' for language disorders- T)islanguage disorders- T)is screen is designed to assist in t)e identification of students )o +ay

screen is designed to assist in t)e identification of students )o +ay need in2de"t) assess+ent of need in2de"t) assess+ent of t)eir language

t)eir language a*ilities-<e

<eekly ekly o*servations o*servations using using t)e t)e Student Student Oral Oral Language OLanguage O*servation *servation 7atri3$ 7atri3$ SOLO7SOLO7 0A""endi3 C1$ ill *e conducted during

0A""endi3 C1$ ill *e conducted during s)are ti+e as "art s)are ti+e as "art of t)e daily 7orning 7eetiof t)e daily 7orning 7eeting- ng- T)eT)e SOLO7 is a rating scale t)at is used to assess students, co++and of oral language on t)e *asis SOLO7 is a rating scale t)at is used to assess students, co++and of oral language on t)e *asis of )at t)e researc)er o*serves

of )at t)e researc)er o*serves- - T)e five do+ains of T)e five do+ains of t)e SOLO7 areG listt)e SOLO7 areG listening co+"re)ension$ening co+"re)ension$ voca*ulary$ fluency

voca*ulary$ fluency$ gra++ar and $ gra++ar and "ronunciation-

"ronunciation-Students in t)e study ill *e asked to take a *rief survey regarding reading it) t)e use Students in t)e study ill *e asked to take a *rief survey regarding reading it) t)e use of "ro"s 0A""endi3 A

of "ro"s 0A""endi3 A1- 1- T)e teac)er o*server ill track daily t)e student retelling of storT)e teac)er o*server ill track daily t)e student retelling of storiesies using "ro"s during c)oice ti+e 0A""endi3

using "ro"s during c)oice ti+e 0A""endi3 !1-$ata 'alidity

$ata 'alidity

T)e teac)er researc)er and t)e educational tec)nician orking in t)e kindergarten T)e teac)er researc)er and t)e educational tec)nician orking in t)e kindergarten classroo+ ill *e t)e o

classroo+ ill *e t)e only "eo"le collecting nly "eo"le collecting o*servational data to ensure o*servational data to ensure relia*ility- relia*ility- AllAll o*servations ill *e recorded to avoid t)e

o*servations ill *e recorded to avoid t)e "otential to lose i+"ortant data or trends- Delia*ility"otential to lose i+"ortant data or trends- Delia*ility ill also *e addressed *y )aving "

ill also *e addressed *y )aving "artici"ants, artici"ants, anser t)e 5uestionnaire one2on2one it) t)eanser t)e 5uestionnaire one2on2one it) t)e teac)er or educational tec)nician to

teac)er or educational tec)nician to ensure "artici"ants understand )at is *eing asked-ensure "artici"ants understand )at is *eing asked-Ta*le &

(17)

Triangulation 7atri3 Triangulation 7atri3 8ata Sources 8ata Sources D Deesseeaarrcc)) JJuueessttiioonnss '' %% >> '- Pre2e3isting S"eec) '- Pre2e3isting S"eec) A*ility A*ility C!LF Pretest C!LF Pretest Initial Teac)er Initial Teac)er O*servation O*servation Parent Parent Juestionnaire Juestionnaire %-<ill interactive read2

%-<ill interactive read2 alouds$ s)ared readings alouds$ s)ared readings and retelling stories and retelling stories using "ro"s increase using "ro"s increase oral language oral language develo"+ent= develo"+ent= SOLO7 SOLO7 Te

Teac)er ac)er O*servationO*servation 7atri3

7atri3

C!LF Post Test C!LF Post Test

>-<ill students engage >-<ill students engage in reading activities in reading activities during c)oice ti+e during c)oice ti+e )en "ro"s are )en "ro"s are availa*le= availa*le=

Te

Teac)er ac)er O*servationO*servation

Pre and Post Student Pre and Post Student

Survey Survey

$ata Analysis $ata Analysis

T)e C!LF Screening ill )ave a criterion2referenced score t)at t)e researc)er ill T)e C!LF Screening ill )ave a criterion2referenced score t)at t)e researc)er ill c)art-C!LF Pretest and initial o*servations ill give a *aseline for analysis of student

C!LF Pretest and initial o*servations ill give a *aseline for analysis of student grot)- T)egrot)- T)e study ill *e a*le to deter+ine t)e

study ill *e a*le to deter+ine t)e effects of t)e strategies relative to a student,s curreffects of t)e strategies relative to a student,s current a*ilityent a*ility level- Students, "rogress ill *e c)arted eekly on

level- Students, "rogress ill *e c)arted eekly on t)e SOLO7 Teac)er O*servation and t)et)e SOLO7 Teac)er O*servation and t)e 1( 1(

(18)

results ill

results ill *e gra")ed against ti+e and ot)er rel*e gra")ed against ti+e and ot)er relevant data "oints- evant data "oints- T)e researc)er ill tT)e researc)er ill trackrack daily usage of "ro"s during reading

daily usage of "ro"s during reading activities at c)oice ti+e for eac) student and activities at c)oice ti+e for eac) student and dis"lay t)e datadis"lay t)e data in a ta*le-

in a ta*le- 8ata ill *e 8ata ill *e analy4ed over ti+e- analy4ed over ti+e- T)e "re and "ost T)e "re and "ost student survey resulstudent survey results ill ts ill *e*e analy4ed and re"orted-

analy4ed and re"orted- T)e researc)er ill co+"arT)e researc)er ill co+"are usage of "ro"s to grot) e usage of "ro"s to grot) to deter+ine "ro"to deter+ine "ro"

effectiveness-Participants Participants

T)e "artici"ants ill *e '/ ?2year2old students in a kindergarten classroo+ in T)e "artici"ants ill *e '/ ?2year2old students in a kindergarten classroo+ in 7aine-7ore and +ore kindergarten

7ore and +ore kindergarten students are co+ing to sc)ool istudents are co+ing to sc)ool it) "oor oral language skillst) "oor oral language skills- - DogDog 0%&''1 re"orts )earing fro+ teac)ers across t)e United States t)at +ore and +ore c)ildren co 0%&''1 re"orts )earing fro+ teac)ers across t)e United States t)at +ore and +ore c)ildren co +e+e to kindergarten it) +ore articulation issues and are )aving +ore trou*le

to kindergarten it) +ore articulation issues and are )aving +ore trou*le co++unicating t)eirco++unicating t)eir ideas- So+e can,t tell you t)eir na+e$ so+e are unintelligi*le and are not receiving any kind of ideas- So+e can,t tell you t)eir na+e$ so+e are unintelligi*le and are not receiving any kind of early intervention s"eec) services$ and

early intervention s"eec) services$ and +any )ave difficulty s"eaking i+any )ave difficulty s"eaking in co+"lete sentences- n co+"lete sentences- OnOn t)e 8ial2/$ An individually ad+inistered develo"+ental screener used at kindergarten screening$ t)e 8ial2/$ An individually ad+inistered develo"+ental screener used at kindergarten screening$ t)ree students in t)e researc) "o"ulation scored ell *

t)ree students in t)e researc) "o"ulation scored ell * elo t)e national average in languelo t)e national average in language- Inage- In t)e area of language$

t)e area of language$ ite+s include ansering si+"le "ersonal 5uestions 0na+e$ age$ and ite+s include ansering si+"le "ersonal 5uestions 0na+e$ age$ and se31$se31$ articulation$ na+ing 0e3"ressive1 or identifying 0rece"tive1 o*9ects and actions$ "lus ")one+ic articulation$ na+ing 0e3"ressive1 or identifying 0rece"tive1 o*9ects and actions$ "lus ")one+ic aareness tasks suc) as r)y+ing and :I S"y-;

aareness tasks suc) as r)y+ing and :I S"y-;

Results Results

8ata as collected *efore and during t)e i+"le+entation of t)e intervention strategies 8ata as collected *efore and during t)e i+"le+entation of t)e intervention strategies t)at ere designed to )el" st

t)at ere designed to )el" students i+"rove t)eir oral udents i+"rove t)eir oral language skills- language skills- 8ata as collected during8ata as collected during s)are ti+e on co+"re)ension$ fluency$

s)are ti+e on co+"re)ension$ fluency$ voca*ulary$ "ronunciation and gra++arvoca*ulary$ "ronunciation and gra++ar- - 8ata as also8ata as also collected on student usage of "ro"s

collected on student usage of "ro"s and student "erce"tion of using "ro"s to and student "erce"tion of using "ro"s to tell stories- T)etell stories- T)e C!LF test as given at t)e *eginning and end of t)e o*servation

(19)

"eriod-ORAL LANGUAGE DEVELOPMENT ORAL LANGUAGE DEVELOPMENT

Findings Findings

Solom #bseration"

Solom #bseration" 8ata on co+"re)ension$ 8ata on co+"re)ension$ fluency$ voca*ularyfluency$ voca*ulary$ "ronunciation and$ "ronunciation and gra++ar as collected eekly for five eeks using

gra++ar as collected eekly for five eeks using t)e SOLO7 O*servation rating scalet)e SOLO7 O*servation rating scale 0A""endi3 C1- T)e students s)ared on 7onday +ornings

0A""endi3 C1- T)e students s)ared on 7onday +ornings a*out so+et)ing t)ey did over t)ea*out so+et)ing t)ey did over t)e eekend-

eekend- Partici"ants t)en ansered 5uestPartici"ants t)en ansered 5uestions fro+ t)eir "eerions fro+ t)eir "eers regarding t)eir s)are ts regarding t)eir s)are t)at)at +orning-

+orning- T)e eekly o*servations ere analyT)e eekly o*servations ere analy4ed to )el" t)e e3a+iner *e aare of 4ed to )el" t)e e3a+iner *e aare of )o t)e)o t)e "artici"ants ere "rogressing-

"artici"ants ere "rogressing- T)ere as an increase in all areas over t)e five2eek studyT)ere as an increase in all areas over t)e five2eek study- In- In t)e area of co+"re)ension$ students, average increased t)e least it) only a % t)e area of co+"re)ension$ students, average increased t)e least it) only a % increase-Eoca*ulary increased *y ($ fluency increased *y #-?$ "ronunciation also increased *y '& Eoca*ulary increased *y ($ fluency increased *y #-?$ "ronunciation also increased *y '& and t)e *iggest increase as in t)e area of gra++ar it) an '' i

and t)e *iggest increase as in t)e area of gra++ar it) an '' increase- ncrease- AAverage increase inverage increase in all five areas as -( 0Ta*les ' .

all five areas as -( 0Ta*les ' .

?1-Ta*le ' Ta*le '

SOLO7 O*servation

SOLO7 O*servation <e<eek 'ek '

8ee9 1

#

#!!))//rreehheennss %%uueenn VV!!ccaabbuu PPrr!!nnuunncciiaattii!! GGrraa)))) AA00eerraa *

*ttuuddeenntt AA && 33 33 $$ $$ $$..++

*

*ttuuddeenntt 66 33 $$ $$ $$ $$ $$..22

*

*ttuuddeenntt ## 33 $$ $$ $$ $$ $$..22

*

*ttuuddeenntt DD 33 && 33 && 33 33..33 *

*ttuuddeenntt EE 33 33 33 && 33 33..22

* *ttuuddeenntt %% 33 $$ 33 33 33 $$..++ * *ttuuddeenntt GG 33 $$ $$ $$ 33 $$..33 * *ttuuddeennt t - -*

*ttuuddeenntt '' && && && && && && *

*ttuuddeenntt CC 22 $$ $$ $$ $$ 2..+2 +

1 1

(20)

*

*ttuuddeenntt >> 22 22 22 22 22 22

*

*ttuuddeenntt LL && && && && 33 33..++ *

*ttuuddeenntt MM $$ $$ $$ $$ 22 22..++

*

*ttuuddeenntt NN 33 33 33 33 33 33

#ass

#ass _$.+342_$.+342 $.41&$.41& _$_$..4₄₁_1&_&3₃ _$..4_$ _4_2_2$_$ _$_$..3₃₄₄₁_1&_& $.434$.434

Ta*le % Ta*le %

SOLO7 O*servation

SOLO7 O*servation <e<eek %ek %

8ee9 2

#

#!!))//rreehheennss %%uueenn VV!!ccaabbuuaa PPrr!!nnuunncciiaattii GGrraa)))) AA00eerraa *

*ttuuddeenntt AA && && 33 && $$ 33..33 *

*ttuuddeenntt 66 22 $$ $$ $$ $$ 22..++

*

*ttuuddeennt t ## *

*ttuuddeenntt DD && && 33 && 33 33..44 *

*ttuuddeenntt EE && && && && 33 33..++ *

*ttuuddeenntt %% 33 && 33 && 33 33..33 * *ttuuddeenntt GG 22 22 22 $$ 22 22..22 * *ttuuddeenntt -- 22 $$ $$ $$ $$ 22..++ * *ttuuddeennt t '' * *ttuuddeenntt CC 22 22 22 22 22 22 * *ttuuddeenntt >> 22 $$ $$ $$ 22 2..42 4 *

*ttuuddeenntt LL && && && && 33 33..++ *

*ttuuddeenntt MM $$ $$ $$ 22 22 22..44

*

*ttuuddeenntt NN 33 && 33 && && 33..44 #ass

#ass _$.314(_$.314( $.+$$$.+$$ _$_$..&_&7₇₇₇₇₇ _$..+_$ _+$_$$_$$_$ _$_$..1₁₄₄₄₄₍₍ $.&&7$.&&7

Ta*le > Ta*le >

SOLO7 O*servation

(21)

8ee9 $

#

#!!))//rreehheennss %%uueenn VV!!ccaabbuu PPrr!!nnuunncciiaattii GGrraa)))) AA00eerraa *

*ttuuddeenntt AA 33 && && && 33 33..44 * *ttuuddeenntt 66 $$ 33 33 33 $$ $$..44 * *ttuuddeenntt ## 33 33 33 33 33 33 * *ttuuddeennt t DD *

*ttuuddeenntt EE && && && && && && *

*ttuuddeenntt %% 33 && && && && 33..++ *

*ttuuddeenntt GG $$ $$ $$ $$ $$ $$

*

*ttuuddeennt t - -*

*ttuuddeenntt '' 33 && && && && 3..+3 + *

*ttuuddeenntt CC 22 22 22 22 22 22

*

*ttuuddeenntt >> 22 $$ $$ $$ $$ 2..+2 +

*

*ttuuddeenntt LL && && && && 33 33..++ *

*ttuuddeenntt MM $$ $$ $$ 22 22 22..44

*

*ttuuddeenntt NN && 33 && 33 33 33..33 #ass

#ass _$.444(_$.444( 3.7773.777 ₃_3..7₇₊_+$_$$_$ _$.._$ _1₁₄₄₍₍ _$_$..4₄₄₄₄₄₍₍ $.+44$.+44

Ta*le / Ta*le /

SOLO7 O*servation

SOLO7 O*servation <e<eek /ek /

8ee9 3

#

#!!))//rreehheennss %%uueenn VV!!ccaabbuu PPrr!!nnuunncciiaattii GGrraa)))) AA00eerraa *

*ttuuddeenntt AA && && && && 33 33..++ * *ttuuddeenntt 66 33 33 33 33 $$ $$..++ * *ttuuddeenntt ## 33 33 $$ $$ $$ $$..33 * *ttuuddeenntt DD 33 33 33 33 33 33 *

*ttuuddeenntt EE && && && && && && * *ttuuddeennt t %% * *ttuuddeenntt GG $$ $$ $$ $$ $$ $$ * *ttuuddeenntt -- $$ $$ $$ $$ $$ $$ *

*ttuuddeenntt '' && && 33 && && 3..+3 + 21 21

(22)

*

*ttuuddeenntt CC 22 22 22 $$ 22 2..22 2

*

*ttuuddeenntt >> $$ $$ $$ $$ $$ $$

*

*ttuuddeenntt LL && && && && && && *

*ttuuddeenntt MM 33 $$ $$ 22 $$ $$

*

*ttuuddeenntt NN && && && && && && #ass

#ass _3.7777_3.7777 $.2$$.2$ _$_$..(₍₄_4_2₂ _$..+_$ ₊₃₃₄₄₂₂ _$_$..4_4_2_2$_$ $.+34$.+34

Ta*le ? Ta*le ?

SOLO7 O*servation

SOLO7 O*servation <e<eek ?ek ?

8ee9 &

#

#!!))//rreehheenn %u% ueenn VV!!ccaabbuu PPrr!!nnuunncciiaattii GGrraa)) AA00eerraa *

*ttuuddeenntt AA && && && && && && *

*ttuuddeenntt 66 33 33 33 && 33 33..22

*

*ttuuddeenntt ## 33 33 $$ 33 33 $$..++

*

*ttuuddeenntt DD && && && && && && *

*ttuuddeennt t EE *

*ttuuddeenntt %% && && && && && && *

*ttuuddeenntt GG $$ $$ $$ $$ $$ $$

*

*ttuuddeenntt -- $$ $$ $$ $$ $$ $$

*

*ttuuddeenntt '' && && && && && && *

*ttuuddeenntt CC $$ $$ $$ $$ $$ $$

*

*ttuuddeenntt >> 22 22 22 $$ 22 22..22

*

*ttuuddeenntt LL && && && && && && *

*ttuuddeenntt MM 22 22 22 22 22 22

*

*ttuuddeenntt NN && && && && 33 33..++ #ass

#ass _$.2$1_$.2$1 $.2$$.2$ _$_$..+₊₃₃₄₄₂₂ _3..7₃ ₇₍₍₄_4_ _$_$..+₊₃₃₄₄₂₂ $.2$$.2$

C(LF Pre&Te

C(LF Pre&Test st ResultsResults- - Prior to *egiPrior to *eginning t)e study on nning t)e study on Fe*ruary %$ %&'( stFe*ruary %$ %&'( students inudents in t)e researc)er,s class ere given a screening test 0A""endi3 B1 to deter+ine "resent level of t)e researc)er,s class ere given a screening test 0A""endi3 B1 to deter+ine "resent level of

(23)

"erfor+ance-

"erfor+ance- Fourteen students took t)e screening individually it) t)e researc)erFourteen students took t)e screening individually it) t)e researc)er- - TaTa*le (*le ( s)os t)e results fro+ t)e C!LF Screening T

s)os t)e results fro+ t)e C!LF Screening Test- est- T)e Criterion is t)e e3"ectation of a student,T)e Criterion is t)e e3"ectation of a student,ss score *ased on t)at student,s age- Fro+ t)e results e can see t)at o

score *ased on t)at student,s age- Fro+ t)e results e can see t)at o n average t)e students eren average t)e students ere a*out a "oint *elo t)eir criterion score$ )

a*out a "oint *elo t)eir criterion score$ )oever t)e standard deviation of t)e scores, differenceoever t)e standard deviation of t)e scores, difference fro+ t)e criterion is a*ove si3$ )ic) indicates t)at t)e

fro+ t)e criterion is a*ove si3$ )ic) indicates t)at t)e scores varied idely-scores varied

idely-Ta*le ( Ta*le ( C!LF Pre2Test C!LF Pre2Test

PreTest

*

*eeccttii!!n n 11 **eeccttii!!n n 22 **eeccttii!!n n $$ **eeccttii!!n n 33 TT!!ttaa *

*ttuuddeenntt AA 33 33 22 33 1133

*

*ttuuddeenntt 66 11 22 77 22 &&

*

*ttuuddeenntt ## 22 22 77 22 44

*

*ttuuddeenntt DD && $$ 22 22 1122

*

*ttuuddeenntt EE 33 22 22 $$ 1111

*

*ttuuddeenntt %% && $$ 11 22 1111

*

*ttuuddeenntt GG $$ 22 77 77 &&

*

*ttuuddeenntt -- $$ 11 77 77 33

*

*ttuuddeenntt '' && && 22 (( 11

*

*ttuuddeenntt CC 77 77 11 77 11

*

*ttuuddeenntt >> 11 11 77 77 22

*

*ttuuddeenntt LL 44 && 33 (( 2222

*

*ttuuddeenntt MM 22 11 11 22 44

*

*ttuuddeenntt NN 33 && 22 && 1144

*

*uu)) 33&& $$44 11(( $$44 11$$33

A

A00eerraaggee $$..22 2..42 4 11..22 22..44 ..44

NoteG Secti

NoteG Section 'G Aon 'G Assessing ord stssessing ord structure- Secructure- Section %G !3"restion %G !3"ressive language2orsive language2ord classes- Secd classes- Section >G Conce"ttion >G Conce"ts ands and folloing directions- Section /G Decalling

folloing directions- Section /G Decalling sentences-

sentences-2$ 2$

(24)

C(LF Post&Te

C(LF Post&Test Resultsst Results"" After five eeks of intervention strategies$ a "ost assess+entAfter five eeks of intervention strategies$ a "ost assess+ent as given to all student "artici"ants 0A""endi3 B1- T)e "ost2test s)os t)at Students 8 a

as given to all student "artici"ants 0A""endi3 B1- T)e "ost2test s)os t)at Students 8 a nd 6nd 6 slig)tly regressed and Students $ @ and L stayed t)e sa+e- All ot)er students +ade "rogress slig)tly regressed and Students $ @ and L stayed t)e sa+e- All ot)er students +ade "rogress it) t)e )ig)est increase *eing ''

it) t)e )ig)est increase *eing ''

"oints-Ta*le  Ta*le  C!LF Post2Test C!LF Post2Test

P!stTest

*

*eeccttii!!n n 11 **eeccttii!!n n 22 **eeccttii!!n n $$ **eeccttii!!n n 33 TT!!ttaa * *ttuuddeenntt AA (( 44 $$ 44 2222 * *ttuuddeenntt 66 22 $$ 77 $$ ++ * *ttuuddeenntt ## 33 22 22 22 1177 *

*ttuuddeenntt DD 33 && 77 22 1111

*

*ttuuddeenntt EE && 44 22  2222

*

*ttuuddeenntt %% 44 && 11 && 11((

*

*ttuuddeenntt GG 11 22 11 11 &&

*

*ttuuddeenntt -- 22 22 77 77 33

*

*ttuuddeenntt '' 44 && $$  22$$

*

*ttuuddeenntt CC 77 77 77 77 77

*

*ttuuddeenntt >> $$ $$ 77 77 44

*

*ttuuddeenntt LL (( && $$ (( 2222

*

*ttuuddeenntt MM 22 $$ 22 11 ++

*

*ttuuddeenntt NN && 44 22  2222

*

*uu)) &&33 &&$$ 11 &&33 11++77 A

A00eerraaggee $$.. $$..++ 11..33 $$.. 1122..

NoteG Secti

NoteG Section 'G Aon 'G Assessing ord stssessing ord structure- Secructure- Section %G !3"restion %G !3"ressive language2orsive language2ord classes- Secd classes- Section >G Conce"ttion >G Conce"ts ands and folloing directions- Section /G Decalling

(25)

sentences-ORAL LANGUAGE DEVELOPMENT ORAL LANGUAGE DEVELOPMENT

Student Questionnaire"

Student Questionnaire" A student 5uestionnaire as given "ost.intervention to A student 5uestionnaire as given "ost.intervention to assessassess students,

students, "erce"tions of storytelling using "ro"s 0A""endi3 A"erce"tions of storytelling using "ro"s 0A""endi3 A1- 1- !leven students en9oy reading$!leven students en9oy reading$ eleven students en9oy retelling stories using "ro"s$ all *ut one

eleven students en9oy retelling stories using "ro"s$ all *ut one student felt t)ey are goodstudent felt t)ey are good storytellers and all *ut one student felt t)at story

storytellers and all *ut one student felt t)at storytelling as easy- telling as easy- T)e one res"ondent feltT)e one res"ondent felt storytelling as so+e)at ea

storytelling as so+e)at easy-

sy-Ta*le # Ta*le #

Student Deading Survey Student Deading Survey

E

Enn<<!! EnEn<<!!  RReetteeiinng g  GG!!!!dd **tt!!rrtteeiinngg *tudent

*tudent __es_es __es_es __es_es __es_es

*tudent

*tudent __es_es _N!_N! __es_es __es_es

*tudent

*tudent __es_es _N!_N! __es_es __es_es

*tudent

*tudent __es_es __es_es _N!_N! __es_es

*tudent

*tudent _*_*!_!)_)e_e_h_ha_att _e__es_s __e_es_s __e_es_s *

*ttuuddeennt t '' **!!))eehhaatt eess eess eess *

*ttuuddeenntt CC eess eess eess eess *tudent

*

*ttuuddeennt t LL **!!))eehhaatt eess eess **!!))eehhaatt *tudent

*tudent

*tudent __es_es _*!)ehat_*!)ehat __es_es __es_es

#bseration of Student *sage of Props $uring Choice Time"

#bseration of Student *sage of Props $uring Choice Time" 8uring t)e collection of 8uring t)e collection of t)e data$ t)e teac)er researc)er

t)e data$ t)e teac)er researc)er *eca+e a "assive o*server to atc) )o*eca+e a "assive o*server to atc) )o students interacted it) students interacted it) "ro"s to retell fa+iliar stori

"ro"s to retell fa+iliar stories- es- T)e researc)er noted t)at only ? students c)ose t)e activity ofT)e researc)er noted t)at only ? students c)ose t)e activity of 2& 2&

(26)

retelling fa+iliar stori

retelling fa+iliar stories using "ro"s during t)e five2eek study- es using "ro"s during t)e five2eek study- All of t)e c)ildren also c)oseAll of t)e c)ildren also c)ose t)e sa+e story to

t)e sa+e story to

retell-Ta*le  Ta*le 

O*servation of Student Pro" Usage O*servation of Student Pro" Usage

8 8eeee9 9 11 88eeee9 9 22 88eeee9 9 $$ 88eeee9 9 33 88eeee9 9 && * *ttuuddeenntt AA 77 11 77 77 77 * *ttuuddeenntt 66 77 11 77 77 77 * *ttuuddeenntt ## 77 11 77 77 77 * *ttuuddeenntt DD 77 11 77 77 77 * *ttuuddeenntt EE 77 11 77 77 77 * *ttuuddeenntt %% 77 77 77 77 77 * *ttuuddeenntt GG 77 77 77 77 77 * *ttuuddeenntt -- 77 77 77 77 77 * *ttuuddeenntt '' 77 77 77 77 77 * *ttuuddeenntt CC 77 77 77 77 77 * *ttuuddeenntt >> 77 77 77 77 77 * *ttuuddeenntt LL 77 77 77 77 77 * *ttuuddeenntt MM 77 77 77 77 77 * *ttuuddeenntt NN 77 77 77 77 77 $iscussion $iscussion

Overall$ student scores on t)e C!LF "re and "ost.tests increased *y an average of >-> Overall$ student scores on t)e C!LF "re and "ost.tests increased *y an average of >-> "oints- Section '$ A

"oints- Section '$ Assessing <ssessing <ord Structure$ sa only a s+ord Structure$ sa only a s+all increase- all increase- T)ree students scoredT)ree students scored loer on t)e "ost2test in t)is area$ to students s)oed no

loer on t)e "ost2test in t)is area$ to students s)oed no c)ange and t)e gc)ange and t)e greatest increase asreatest increase as *y one student )o i+"roved *y > "oints- Si3 students increased *y ' "oint and to students *y one student )o i+"roved *y > "oints- Si3 students increased *y ' "oint and to students

increased *y % "oints-

increased *y % "oints- T)is section sa t)e loest increase overallT)is section sa t)e loest increase overall$ it) an increase of  "oints$ it) an increase of  "oints overall 0Ta*le

(27)

'&1-ORAL LANGUAGE DEVELOPMENT ORAL LANGUAGE DEVELOPMENT

Sections % and Section / sa t)e greatest increases in scores-

Sections % and Section / sa t)e greatest increases in scores- All "artici"ants eiAll "artici"ants eit)ert)er stayed t)e sa+e on Section %

stayed t)e sa+e on Section %$ !3"ressive Language . <or$ !3"ressive Language . <ord Classes$ or increased t)eir scores-d Classes$ or increased t)eir scores-Student !,s score sa a /

Student !,s score sa a / "oint increase$ five students, scores increased *y % "oint increase$ five students, scores increased *y % "oints$ t)ree"oints$ t)ree students,

students, scores increased *y ' "oint and fscores increased *y ' "oint and five students scores s)oed ive students scores s)oed no c)ange- no c)ange- Section >$Section >$ Conce"ts and Folloing 8irections as t)e +ost difficult section on t)e "re2test and

Conce"ts and Folloing 8irections as t)e +ost difficult section on t)e "re2test and sa t)esa t)e least grot) on t)e "ost2test 0Figure %1-

least grot) on t)e "ost2test 0Figure %1- TTo students decreased t)eir scores *y one "oint on t)eo students decreased t)eir scores *y one "oint on t)e "ost2 test$ one student decreased t)eir score *y % "oints$ si3 students sa no c)ange in t)eir "ost2 test$ one student decreased t)eir score *y % "oints$ si3 students sa no c)ange in t)eir

scores and four students increased t)eir scores *y '

scores and four students increased t)eir scores *y ' "oint- One student s)oed t)e *iggest"oint- One student s)oed t)e *iggest increase$ )ic)

increase$ )ic) as *y as *y % "oints- % "oints- Section /$ DecalliSection /$ Decalling Sentences$ sa ng Sentences$ sa t)e greatest t)e greatest gains- gains- StudentStudent !,s s

!,s score increased *y ( "core increased *y ( "oints$ +aking t)is t)e greatest gain overall- T)e ne3t *iggest increaseoints$ +aking t)is t)e greatest gain overall- T)e ne3t *iggest increase as *y Student N$ it) a

as *y Student N$ it) a /2"oint gain- /2"oint gain- One student increased t)eir One student increased t)eir score *y > "oints and toscore *y > "oints and to students sa a %2"oint or '2"oint increase-

students sa a %2"oint or '2"oint increase- Si3 students, Si3 students, scores stayed t)e sa+e and onescores stayed t)e sa+e and one student,s score decreased *y '

student,s score decreased *y '

"oint-Ta*le '& Ta*le '& C!LF Score

C!LF Score 8ifference Beteen Post2Test and Pre2Tes8ifference Beteen Post2Test and Pre2Testt

#EL% *c!re Di;erence

*

*eeccttii!!n n 11 **eeccttii!!n n 22 **eeccttii!!n n $$ **eeccttii!!n n 33 TT!!ttaa *tudent *tudent _$_$ ₂₂ ₁₁ ₂₂ ₊₊ *tudent *tudent ₁₁ ₁₁ ₇₇ ₁₁ _$_$ *tudent *tudent ₂₂ ₇₇ ₂₂ ₇₇ ₃₃ *tudent *tudent _1₁ ₂₂ _2₂ ₇₇ _1₁ *tudent *tudent ₁₁ ₃₃ ₇₇ ₄₄ ₁₁₁₁ * *ttuuddeenntt %% 11 22 77 $$ 44 *tudent *tudent _2₂ ₇₇ ₁₁ ₁₁ ₇₇ 2( 2(