A Linguistic Analysis of Disadvantaged Kindergarten Children's Verbal Responses to Questions.
The purpose of this study was to analyze the verbal responses of 72 disadvantaged kindergarten pupils to data recall, data processing, or application questions. Results for each sex and scores for each category of questions on the variables of total word count, vocabulary diversity, and mean length...
| Published in: | Journal of Educational Research Vol. 69; no. 7; pp. 253 - 256 |
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| Format: | Article |
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Taylor & Francis Ltd
Mar1976
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=5005884&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 5005884 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220671 ERE jtl: Journal of Educational Research issn: 00220671 maglogo: N pubinfo: dt: Mar1976 vid: 69 iid: 7 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 5005884 10.1080/00220671.1976.10884891 ppf: 253 ppct: 3 formats: tig: atl: A Linguistic Analysis of Disadvantaged Kindergarten Children's Verbal Responses to Questions. aug: au: Simmons, Barbara affil: Texas Tech University. su: Preschool education Linguistic analysis Questioning Methodology Texas Lubbock (Tex.) United States sug: subj: Texas Lubbock (Tex.) United States Preschool education Linguistic analysis Questioning Methodology ab: The purpose of this study was to analyze the verbal responses of 72 disadvantaged kindergarten pupils to data recall, data processing, or application questions. Results for each sex and scores for each category of questions on the variables of total word count, vocabulary diversity, and mean length of T-unit were compared utilizing the multiple classification analysis of covariance technique and Duncan’s New Multiple Range Test. Data processing and application questions resulted in a statistically significant increase (.01) in total word count A significant increase (.01) in mean length of T-unit was recorded when subjects responded to data processing or application questions. The type of question which was utilized resulted in a significant difference (.05) in the children’s vocabulary diversity scores. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1976 holdings: @attributes: islocal: N |
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