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The efficacy of the Language, Learni...

Brown, Jaumeiko Jhaunette Coleman.

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The efficacy of the Language, Learning, and Literacy Diagnostic Assessment (L3) in differentiating children's language and literacy skills in preschool through first grade.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The efficacy of the Language, Learning, and Literacy Diagnostic Assessment (L3) in differentiating children's language and literacy skills in preschool through first grade./
Author:	Brown, Jaumeiko Jhaunette Coleman.
Description:	153 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-03, Section: B, page: 1216.
Contained By:	Dissertation Abstracts International64-03B.
Subject:	Health Sciences, Speech Pathology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3083975

The efficacy of the Language, Learning, and Literacy Diagnostic Assessment (L3) in differentiating children's language and literacy skills in preschool through first grade.
Brown, Jaumeiko Jhaunette Coleman.

The efficacy of the Language, Learning, and Literacy Diagnostic Assessment (L3) in differentiating children's language and literacy skills in preschool through first grade. - 153 p.

Source: Dissertation Abstracts International, Volume: 64-03, Section: B, page: 1216.

Thesis (Ph.D.)--University of Florida, 2002.

The National Reading Panel (NRP) was created to examine the significance of early identification and intervention for children who are at-risk for reading failure. Early intervention is the ideal mechanism for reducing the number of individuals with reading difficulty. A tool is needed that allows for a valid and reliable evaluation of a range of spoken language, written language, and speech production skills during the earliest school years to better predict later difficulty in the linguistic domain. The Language, Learning, and Literacy Diagnostic Assessment (L3) includes a case history questionnaire as well as three domains of assessment: Spoken Language, Written Language, and Speech Production. A review of the literature on spoken and written language development and the predictors of reading achievement determined the broad outline and specific subtests on the L3. The purpose of this study was to determine the efficacy of the L3 for examining and differentiating spoken language, written language, and speech production at three academic levels: preschool, kindergarten, and first grade. The participants in this study were 34 children: 10 preschool children, 11 kindergarten children, and 13 first grade children. The participants were individually administered specific subtests in each of the three domains. Results of this study revealed that the first grade group and kindergarten group performed significantly better on the Total L3 Composite, Written Language Composite, and Spoken Language Composite. The first grade group performed significantly better on the Speech Production composite than the preschool group. Based on the comparative data, it appears that the tool best differentiates preschool children from kindergarteners and first graders. This study needs to be replicated in order to test the reliability of the tool. For validation of the L3, an item analysis of each subtest must be conducted. External validity was compromised due to small sample size and limited representation of geographic regions and cultures. Speech-language pathologists should be able to make more distinct differential diagnoses using the L3.Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

The efficacy of the Language, Learning, and Literacy Diagnostic Assessment (L3) in differentiating children's language and literacy skills in preschool through first grade.
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100 1 $a Brown, Jaumeiko Jhaunette Coleman. $3 1951273
245 1 4 $a The efficacy of the Language, Learning, and Literacy Diagnostic Assessment (L3) in differentiating children's language and literacy skills in preschool through first grade.
300 $a 153 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-03, Section: B, page: 1216.
500 $a Chair: Linda J. Lombardino.
502 $a Thesis (Ph.D.)--University of Florida, 2002.
520 $a The National Reading Panel (NRP) was created to examine the significance of early identification and intervention for children who are at-risk for reading failure. Early intervention is the ideal mechanism for reducing the number of individuals with reading difficulty. A tool is needed that allows for a valid and reliable evaluation of a range of spoken language, written language, and speech production skills during the earliest school years to better predict later difficulty in the linguistic domain. The Language, Learning, and Literacy Diagnostic Assessment (L3) includes a case history questionnaire as well as three domains of assessment: Spoken Language, Written Language, and Speech Production. A review of the literature on spoken and written language development and the predictors of reading achievement determined the broad outline and specific subtests on the L3. The purpose of this study was to determine the efficacy of the L3 for examining and differentiating spoken language, written language, and speech production at three academic levels: preschool, kindergarten, and first grade. The participants in this study were 34 children: 10 preschool children, 11 kindergarten children, and 13 first grade children. The participants were individually administered specific subtests in each of the three domains. Results of this study revealed that the first grade group and kindergarten group performed significantly better on the Total L3 Composite, Written Language Composite, and Spoken Language Composite. The first grade group performed significantly better on the Speech Production composite than the preschool group. Based on the comparative data, it appears that the tool best differentiates preschool children from kindergarteners and first graders. This study needs to be replicated in order to test the reliability of the tool. For validation of the L3, an item analysis of each subtest must be conducted. External validity was compromised due to small sample size and limited representation of geographic regions and cultures. Speech-language pathologists should be able to make more distinct differential diagnoses using the L3.
590 $a School code: 0070.
650 4 $a Health Sciences, Speech Pathology. $3 1018105
690 $a 0460
710 2 0 $a University of Florida. $3 718949
773 0 $t Dissertation Abstracts International $g 64-03B.
790 1 0 $a Lombardino, Linda J., $e advisor
790 $a 0070
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3083975