Open Access. Powered by Scholars. Published by Universities.®
Communication Sciences and Disorders Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Communication Sciences and Disorders
Comparing Relative And Absolute Reliability Of Short Versus Long Narrative Retells, Jenna Hollis
Comparing Relative And Absolute Reliability Of Short Versus Long Narrative Retells, Jenna Hollis
Theses and Dissertations
The purpose of the current study was to examine and compare relative and absolute reliability estimates between brief, linguistically compact narrative retells and longer, more linguistically diffuse narrative retells. The participants included 190 school-age children in firstsixth grade from Utah, Arizona, and Colorado. Participants completed two brief narrative retells using the Narrative Language Measures (NLM) Listening subtest of the CUBED assessment and one longer narrative retell using the wordless picture book Frog, Where Are You? (FWAY). These language samples were then analyzed for language productivity, complexity, and story grammar elements using the Systematic Analysis of Language Transcripts software program and …
Measuring The Reliability Of The Early Expository Comprehension Assessment, Revised 3rd Edition, Garrett Frane Wilkes
Measuring The Reliability Of The Early Expository Comprehension Assessment, Revised 3rd Edition, Garrett Frane Wilkes
Theses and Dissertations
During the past several years, the Common Core State Standards has created a greater demand for students in public schools to comprehend and analyze expository text. In order to prepare students for work with expository text, beginning with kindergarten, more emphasis and standards have become prevalent in preschool classrooms as well. The Early Expository Comprehension Assessment, Revised 3rd Edition (EECA R-3) was developed to aid preschool teachers in determining what aspects of expository text a student understands, including recognition of different structure types. This study with the EECA R-3 extends previous studies using earlier iterations of the assessment. One hundred …
The Spanish Language Proficiency Of Sequential Bilingual Children And The Spanish-English Language Proficiency Scale, Jessica Maribel Tavizón
The Spanish Language Proficiency Of Sequential Bilingual Children And The Spanish-English Language Proficiency Scale, Jessica Maribel Tavizón
Theses and Dissertations
The challenge facing children learning language bilingually has led to efforts to improve the assessment and treatment of language learning difficulties. One of these efforts is the development and validation of the Spanish-English Language Proficiency Scale (SELPS). Previous research has been performed to validate the scale for English language proficiency but not for Spanish language proficiency. Twenty-four sequential bilingual children produced spontaneous narrative language samples that were rated using the SELPS and coded for language sample variables using the Systemic Analysis of Language Transcripts software. Several language sample variables, most notably the Subordination Index, the number of omitted bound morphemes, …
Finish-A-Rhyme-Story: A Rhyme Cloze Assessment For Preschool Children, Kimberly Jeanne Condie
Finish-A-Rhyme-Story: A Rhyme Cloze Assessment For Preschool Children, Kimberly Jeanne Condie
Theses and Dissertations
Educators need measurement tools to determine phonological awareness in young children. This study investigated the appropriateness of rhyme cloze tasks, referred to as Finish-a-Rhyme-Story items, which were designed to measure preschool and kindergarten children's early rhyme development. The rhyme cloze tasks required children to verbally complete a sentence by filling in a final rhyming word that matched a rhyme pattern highlighted in a short story that was read aloud to them. The task required rhyme awareness as well as comprehension of the language in the story. Twenty-four items were individually administered to preschool (n = 207) and kindergarten (n = …