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Differences in expressive language s...

Pinratana, Pranomporn.

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Differences in expressive language skills and originality between lower and middle socioeconomic status preschool children.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Differences in expressive language skills and originality between lower and middle socioeconomic status preschool children./
作者:	Pinratana, Pranomporn.
面頁冊數:	131 p.
附註:	Source: Dissertation Abstracts International, Volume: 49-09, Section: B, page: 3713.
Contained By:	Dissertation Abstracts International49-09B.
標題:	Home Economics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8816800

Differences in expressive language skills and originality between lower and middle socioeconomic status preschool children.
Pinratana, Pranomporn.

Differences in expressive language skills and originality between lower and middle socioeconomic status preschool children. - 131 p.

Source: Dissertation Abstracts International, Volume: 49-09, Section: B, page: 3713.

Thesis (Ph.D.)--Texas Woman's University, 1987.

This study investigated the relationships between expressive language skills and originality in sixty 4-year-old lower and middle socioeconomic status children. In addition, it looked at the differences in expressive language skills and originality among the children. The Early Childhood Environmental Rating Scale (ECERS) was used to evaluate the 12 classrooms used in the study. The children included in the study were categorized into either lower or middle socioeconomic status (LSES or MSES) by the Two Factor Index of Social Position (Hollingshead, 1965). The Preschool Language Assessment Scales (PRE-LAS) expressive subscales III, IV, and V and the Starkweather Originality Test (SOT) were administered to the children by the investigator and a research assistant on two separate days. The raw scores of PRE-LAS expressive subscales III, IV, and V were used to analyze the expressive language skills. Pearson Product-Moment Correlations was used to find relationships between expressive language scores, as measured by PRE-LAS expressive subscales III, IV, and V, and originality scores, as measured by SOT, among preschool children. Analysis of Variance was used to find the differences in expressive language scores, as measured by PRE-LAS subscales III, IV, and V, and originality scores, as measured by SOT, between socioeconomic status, sex, or age group. The results showed that: (a) there were significant positive relationships between expressive language scores and originality scores, r(58) =.24, p =.03 among preschool children. (b) there were no significant differences in expressive language scores between socioeconomic statuses, F(1,59) =.267, p =.608; sex, F(1,59) =.267, p =.608; or age groups, F(1,59) = 1.502, p =.226, and (c) there were no significant differences in originality scores between socioeconomic statuses, F(1,59) = 1.85, p =.669; sex, F(1,59) = 2.241, p =.140; or age groups, F(1,59) =.057, p =.812.Subjects--Topical Terms:

1019236
Home Economics.

Differences in expressive language skills and originality between lower and middle socioeconomic status preschool children.
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245 1 0 $a Differences in expressive language skills and originality between lower and middle socioeconomic status preschool children.
300 $a 131 p.
500 $a Source: Dissertation Abstracts International, Volume: 49-09, Section: B, page: 3713.
500 $a Major Professor: Elaine Goldsmith.
502 $a Thesis (Ph.D.)--Texas Woman's University, 1987.
520 $a This study investigated the relationships between expressive language skills and originality in sixty 4-year-old lower and middle socioeconomic status children. In addition, it looked at the differences in expressive language skills and originality among the children. The Early Childhood Environmental Rating Scale (ECERS) was used to evaluate the 12 classrooms used in the study. The children included in the study were categorized into either lower or middle socioeconomic status (LSES or MSES) by the Two Factor Index of Social Position (Hollingshead, 1965). The Preschool Language Assessment Scales (PRE-LAS) expressive subscales III, IV, and V and the Starkweather Originality Test (SOT) were administered to the children by the investigator and a research assistant on two separate days. The raw scores of PRE-LAS expressive subscales III, IV, and V were used to analyze the expressive language skills. Pearson Product-Moment Correlations was used to find relationships between expressive language scores, as measured by PRE-LAS expressive subscales III, IV, and V, and originality scores, as measured by SOT, among preschool children. Analysis of Variance was used to find the differences in expressive language scores, as measured by PRE-LAS subscales III, IV, and V, and originality scores, as measured by SOT, between socioeconomic status, sex, or age group. The results showed that: (a) there were significant positive relationships between expressive language scores and originality scores, r(58) =.24, p =.03 among preschool children. (b) there were no significant differences in expressive language scores between socioeconomic statuses, F(1,59) =.267, p =.608; sex, F(1,59) =.267, p =.608; or age groups, F(1,59) = 1.502, p =.226, and (c) there were no significant differences in originality scores between socioeconomic statuses, F(1,59) = 1.85, p =.669; sex, F(1,59) = 2.241, p =.140; or age groups, F(1,59) =.057, p =.812.
520 $a For the young children in this study, their expressive language scores and originality scores were tested. There were no differences in expressive language or originality scores based on differences in socioeconomic statuses, sex or age groups.
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