The relevance of oral language skills to early literacy: A multivariate analysis
This study examined relationships between oral language and literacy in a two-year, multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children, four oral language subtypes were identified based on measures of semantics, syntax, metalinguistics, and oral narration...
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| Veröffentlicht in: | Applied psycholinguistics 1999-06, Vol.20 (2), p.167-190 |
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| container_title | Applied psycholinguistics |
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| creator | SPEECE, DEBORAH L. ROTH, FROMA P. COOPER, DAVID H. DE LA PAZ, SUSAN |
| description | This study examined relationships between oral language and literacy in a two-year,
multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children,
four oral language subtypes were identified based on measures of semantics, syntax,
metalinguistics, and oral narration. Validation efforts included (a) concurrent and predictive
analyses of subtype differences on reading, spelling, and listening comprehension measures
based on a priori hypotheses and (b) a comparison of the teacher classification of the children
with the empirical classification. The subtypes represented high average, low average, high
narrative, and low overall patterns of oral language skill. The high average subtype received the
most consistent evidence for validation. The pattern of validation results indicates that the
relationship between oral language and literacy is not uniform and suggests a modification of the
assumption that oral language skills have a direct role in reading acquisition. |
| doi_str_mv | 10.1017/S0142716499002015 |
| format | Article |
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multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children,
four oral language subtypes were identified based on measures of semantics, syntax,
metalinguistics, and oral narration. Validation efforts included (a) concurrent and predictive
analyses of subtype differences on reading, spelling, and listening comprehension measures
based on a priori hypotheses and (b) a comparison of the teacher classification of the children
with the empirical classification. The subtypes represented high average, low average, high
narrative, and low overall patterns of oral language skill. The high average subtype received the
most consistent evidence for validation. The pattern of validation results indicates that the
relationship between oral language and literacy is not uniform and suggests a modification of the
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multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children,
four oral language subtypes were identified based on measures of semantics, syntax,
metalinguistics, and oral narration. Validation efforts included (a) concurrent and predictive
analyses of subtype differences on reading, spelling, and listening comprehension measures
based on a priori hypotheses and (b) a comparison of the teacher classification of the children
with the empirical classification. The subtypes represented high average, low average, high
narrative, and low overall patterns of oral language skill. The high average subtype received the
most consistent evidence for validation. The pattern of validation results indicates that the
relationship between oral language and literacy is not uniform and suggests a modification of the
assumption that oral language skills have a direct role in reading acquisition.</description><subject>Classification</subject><subject>Cluster Analysis</subject><subject>Kindergarten Children</subject><subject>Language Skills</subject><subject>Literacy</subject><subject>Metalinguistics</subject><subject>Multivariate Analysis</subject><subject>Narration</subject><subject>Oral Language</subject><subject>Reading Tests</subject><subject>Semantics</subject><subject>Syntax</subject><issn>0142-7164</issn><issn>1469-1817</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1999</creationdate><recordtype>article</recordtype><recordid>eNqNkE1r3DAQhkVpoNukP6DQg069uRnZkjzqLYQ0mxL6QVPoTYyV8VaJdp1Kdsj--3jZkEuh9DSH55mZl1eItwo-KFDt8Q9Qum6V1c4B1KDMC7FQ2rpKoWpfisUOVzv-Srwu5QYAsK7rhfh29Ztl5sT3tAksh14OmZJMtFlNtGJZbmNKRY6DZMppK1McOVPYfpQncj2lMd5TjjSypA2lbYnlSBz0lAq_eZqH4uens6vTZXX59fzi9OSyChpwrK4NUh8AGaxtEDuDWiF0gV0dNCGEDqhmCn0LZk6NDXaNZo0I0Gkw3ByK9_u7d3n4M3EZ_TqWwGlOzsNUPBqL2tbuP8Smcda2s6j2YshDKZl7f5fjmvLWK_C7kv1fJc877_Y7nGN49s8-G3SzNeNqj2MZ-eGZU77188PWeHv-3Zsvv_TSuaXf-c1TBFp3OV6v2N8MU56rLf8I8Qj_RJWx</recordid><startdate>19990601</startdate><enddate>19990601</enddate><creator>SPEECE, DEBORAH L.</creator><creator>ROTH, FROMA P.</creator><creator>COOPER, DAVID H.</creator><creator>DE LA PAZ, SUSAN</creator><general>Cambridge University Press</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8BM</scope><scope>7T9</scope></search><sort><creationdate>19990601</creationdate><title>The relevance of oral language skills to early literacy: A multivariate analysis</title><author>SPEECE, DEBORAH L. ; ROTH, FROMA P. ; COOPER, DAVID H. ; DE LA PAZ, SUSAN</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c408t-d58afc08e066388b584180bce92c4a80cb0a2eacf705164838b34e48800b405e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1999</creationdate><topic>Classification</topic><topic>Cluster Analysis</topic><topic>Kindergarten Children</topic><topic>Language Skills</topic><topic>Literacy</topic><topic>Metalinguistics</topic><topic>Multivariate Analysis</topic><topic>Narration</topic><topic>Oral Language</topic><topic>Reading Tests</topic><topic>Semantics</topic><topic>Syntax</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>SPEECE, DEBORAH L.</creatorcontrib><creatorcontrib>ROTH, FROMA P.</creatorcontrib><creatorcontrib>COOPER, DAVID H.</creatorcontrib><creatorcontrib>DE LA PAZ, SUSAN</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ComDisDome</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Applied psycholinguistics</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>SPEECE, DEBORAH L.</au><au>ROTH, FROMA P.</au><au>COOPER, DAVID H.</au><au>DE LA PAZ, SUSAN</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ589649</ericid><atitle>The relevance of oral language skills to early literacy: A multivariate analysis</atitle><jtitle>Applied psycholinguistics</jtitle><addtitle>Applied Psycholinguistics</addtitle><date>1999-06-01</date><risdate>1999</risdate><volume>20</volume><issue>2</issue><spage>167</spage><epage>190</epage><pages>167-190</pages><issn>0142-7164</issn><eissn>1469-1817</eissn><coden>APPSDZ</coden><abstract>This study examined relationships between oral language and literacy in a two-year,
multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children,
four oral language subtypes were identified based on measures of semantics, syntax,
metalinguistics, and oral narration. Validation efforts included (a) concurrent and predictive
analyses of subtype differences on reading, spelling, and listening comprehension measures
based on a priori hypotheses and (b) a comparison of the teacher classification of the children
with the empirical classification. The subtypes represented high average, low average, high
narrative, and low overall patterns of oral language skill. The high average subtype received the
most consistent evidence for validation. The pattern of validation results indicates that the
relationship between oral language and literacy is not uniform and suggests a modification of the
assumption that oral language skills have a direct role in reading acquisition.</abstract><pub>Cambridge University Press</pub><doi>10.1017/S0142716499002015</doi><tpages>24</tpages></addata></record> |
| fulltext | fulltext |
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| ispartof | Applied psycholinguistics, 1999-06, Vol.20 (2), p.167-190 |
| issn | 0142-7164 1469-1817 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_85684629 |
| source | Cambridge Journals |
| subjects | Classification Cluster Analysis Kindergarten Children Language Skills Literacy Metalinguistics Multivariate Analysis Narration Oral Language Reading Tests Semantics Syntax |
| title | The relevance of oral language skills to early literacy: A multivariate analysis |
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