he ability to communicate effectively in oral language precedes the ability to create and interpret language in its written form. Some research studies have shown that reading is a language based activity, but the problem is that little has been done with the knowledge of language and language competencies children bring to school, especially those children who read early or before they come to school. Insights into the ways in which children use language at various stages of their development would greatly assist teachers and parents in fostering both oral language competence and the ability to read and write.
The purpose of the study was two-fold. Its first intention was to evaluate two language assessment test instruments, the Bankson Language Screening Test and the Mean Length of Utterance Index, as indicators of language abilities. The study's second concern was with the relationship these abilities have to reading achievement of second-semester kindergarten boys and girls who have had no formal instruction in reading.
1. Second-semester kindergarten boys' and girls' expressive language as measured by the Bankson Language Screening Test will show a significant relationship to reading achievement test scores as measured by the Woodcock Reading Mastery Test.
2. Second-semester kindergarten boys' and girls' Mean Length of Utterance will show a significant relationship to the reading achievement test scores as measured by the Woodcock Reading Mastery Test.
3. Second-semester kindergarten boys' and girls' Mean Length of Utterance will show a significant relationship to the expressive language scores as measured by the Bankson Language Screening Test.
A level of significance of 0.05 was required for rejection or acceptance of the research hypotheses. The Bankson Language Screening Test showed a significant relationship with the Woodcock Reading Mastery Test, thus supporting hypothesis 1. The Mean Length of Utterance did not show a significant relationship with the Woodcock Reading Mastery Test; thus the research hypothesis 2 was rejected. There was also no significant relationship found between the Bankson Language Screening Test and the Mean Length of Utterance; thus research hypothesis 3 was rejected.
The following are the major findings of this study:
1. The readers demonstrated language abilities related to their proficiency in reading while not having any formal instruction in reading.
2. The Bankson Language Screening Test offers a moderate reliable assessment of young children's language as it relates to reading; thus this would serve as an indicator of strengths and weaknesses for setting up a program of instruction.
3. The Mean Length of Utterance Index does not offer an assessment of young children's language as it relates to reading.
Level of Degree
Teacher Education, Educational Leadership & Policy
First Committee Member (Chair)
Miles Vernon Zintz
Second Committee Member
Russell Dewey Snyder
Third Committee Member
Zelda Ruth Maggart
Fourth Committee Member
Rodney Wilson Young
Fifth Committee Member
Melada, Dale Leavesley. "Selected Language Tests And Reading Ability." (1979). https://digitalrepository.unm.edu/educ_teelp_etds/325