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Browsing by Author "Sangster, Mary B., author"

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    Oral language structure: success for first grade students in a reading intervention program
    (Colorado State University. Libraries, 2008) Sangster, Mary B., author; Cooner, Donna, advisor
    The relationship between oral language and reading was established through research in the late 1960s, and today there is little disagreement concerning the interconnectedness of language and reading. Which oral language skills, the strength of the relationships, and how that information informs practice are the present forums of discussion. Phonology and the impact of phonemic awareness as a predictor of reading ability have been the center of most discussions in the reading-language relationship. There is research indicating other non-phonological measures are also sound predictor of successful reading. These measures include vocabulary, grammar or oral language structure, and narration. In examining the language-reading relationship many studies include students diagnosed with speech/language development/impairment issues and their literacy development or students diagnosed with reading disabilities and their reading disabilities. This is a correlational study examining the relationship among complexity of oral language structure and (a) text levels for first grade students (n = 244) participating in the Reading Recovery® intervention program; (b) the number of lessons to successfully complete the Reading Recovery® intervention program. The Record of Oral Language of Clay and colleagues (1999) and scoring transcriptions of audiotapes of students retelling a story were used to assess oral language structure. The Observation Survey battery of assessments was used to determine end-of-program success. Pearson's correlation coefficient and bivariate linear regression were used to determine the relationships between variables. A positive and significant relationship was found between oral language structure and text levels (r = .179). The correlation between oral language structure and number of lessons needed to successfully complete the Reading Recovery® program was -.165. When controlling phonological awareness, there was little change in the correlation score between oral language scores and exit text levels. This study confirmed previous research that there is more than one correlation in a variety of skill areas to reading success. The consistency of oral language structure's significant correlation to reading success suggests the need for more interaction among speech teachers, with their knowledge of language structure, and classroom teachers, special education teachers, and reading teachers. Professional development in making the connection between oral language assessments and application of the research findings in daily instruction of children appears to be needed. Studies evaluating the impact of direct teaching to oral language structure and reading success are recommended.