Effects Of Expanded Language Experience Instruction On Language Processing Skills Of Kindergartners  

Oleh:

Reeves, Carolyn K. ; Kazelskis, Richard

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 4 no. 3 (1990), page 205-214.
Fulltext: Vol. 04, no 3, p 205-214.pdf (710.07KB)

Isi artikel

The effects of an expanded Language Experience Approach (LEA) on the language processing skills of kindergartners were explored. During a twoyear period, two experiments were conducted with different groups of kindergartners. The first experiment included children who had been volunteered by their parents to participate in a pilot kindergarten programme. The second experiment replicated the first experiment and included children who were not volunteers because kindergarten participation had become mandatory. The two LEA conditions differed only in the kinds of follow-up activities associated with each of the conditions. The follow-up activities associated with the traditional LEA included asking children to draw a picture about the story, letting them say/read the story aloud along with the teacher, and letting them share with the group other ideas and personal experiences related to the story topic. The follow-up activities associated with the expanded LEA included interaction with the print (text) of each story, emphasising one or more of the following subskill areas: identification of letter names, visual discrimination of letters and words, auditory discrimination of sound and meaning units, reproduction of letters and words, use of spelling patterns, comparisons of meaning units, use of context clues, and reasoning skills. The results of both experiments favored the use of an expanded LEA, with significant differences obtained between the experimental and control groups on beginning, medial, and total cloze scores. Significant differences in final cloze scores of the experimental and control groups were not found in either of the experiments. Overall, the results indicated that use of an expanded LEA is likely to be more effective than the traditional LEA in facilitating development of language processing skills.

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