Linguistic Features of Instructional Language During Read Aloud Lessons

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dc.contributor.advisorBiancarosa, Gina
dc.contributor.authorBender, Franklin
dc.date.accessioned2019-01-11T22:29:35Z
dc.date.available2019-01-11T22:29:35Z
dc.date.issued2019-01-11
dc.description.abstractThe purpose of this study was to explore the linguistic architecture of instructional language used during first grade read aloud lessons. The participants were from the CTL Year-3 Read Aloud study. The study’s random assignment created 20 teachers in the treatment group and 19 teachers in the control group. My study investigated the variability of their teacher’s use of instructional language during direct instruction read aloud lessons. Specifically, I analyzed the following linguistic attributes: (a) clausal density, (b) number of different words, (c) words per minute, (d) percentage of maze words, and (e) number of abandoned utterances. Exploratory associations for these variables were compared against the Quality Classroom Instruction protocol (QCI), a measure of teaching effectiveness. The results of my study yielded null effects due study limitations. However, the explored area addressed a blind-spot within the literature and provided preliminary data, insight, and recommendations pertaining to the linguistic attributes of instructional language used by first grade teachers during read aloud lessons.en_US
dc.identifier.urihttps://hdl.handle.net/1794/24214
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsCreative Commons BY-NC-ND 4.0-US
dc.subjectInstructional languageen_US
dc.subjectRead alouden_US
dc.subjectTeacher languageen_US
dc.subjectTeaching effectivenessen_US
dc.titleLinguistic Features of Instructional Language During Read Aloud Lessons
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadership
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

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