Title page for ETD etd-01052006-114234


Type of Document Dissertation
Author Dinkins, Erica L.
URN etd-01052006-114234
Title Examining Middle School Students Learning Language Arts Skills in Context
Degree Doctor of Philosophy (Ph.D.)
Department Communication Sciences & Disorders
Advisory Committee
Advisor Name Title
Janet A. Norris Committee Chair
Hugh Buckingham Committee Member
Paul Hoffman Committee Member
R. Prakash Dixit Committee Member
Sean Lane Dean's Representative
Keywords
  • speech-language intervention
  • english language arts instructional strategies
  • collaborative teaching
  • embedded language lessons
Date of Defense 2005-12-12
Availability unrestricted
Abstract
The purpose of this study was to investigate whether the embedded language approach is effective in teaching the traditional language arts curriculum, and whether it holds any advantages over the more traditional approach. Twelve teachers in ten different schools taught language skills using the embedded language approach, while twelve matched teachers explicitly taught the same skills using traditional workbook practice activities for six weeks. Treatment efficacy was assessed using gain scores between pretest and posttest using a battery of informal and standardized measures. In addition, weekly comprehension probes were administered to examine whether language arts skills taught during the week generalized to the target context of reading.

Results of the mixed design Analyses of Variance (ANOVA) indicated that scores for classes receiving the embedded language lessons were statistically different from scores of the classes receiving the explicit language lessons for the informal pre and posttest measurements, but not for the standardized subtests measurements. Also, findings revealed that the embedded language group and the explicit language group performances were similar and did not favor either group for the comprehension probes.

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