NotesFAQContact Us
Search Tips
ERIC Number: ED045961
Record Type: Non-Journal
Publication Date: 1967-Aug
Pages: 152
Abstractor: N/A
Reference Count: N/A
A Comparative Study of Selected Syntactical Structures of the Oral Language Status in Spanish and English of Disadvantaged First-Grade Spanish-Speaking Children.
Pena, Albar Antonio
This study presents an intensive comparative analysis of selected basic sentence patterns and transformations in Spanish and English manifested in the responses of Spanish-speaking disadvantaged children selected to receive instruction in the following groups: (1) Oral-Aural Spanish with special science materials in Spanish; (2) Oral-Aural English with science in English; (3) Non-Oral-Aural in Spanish or English, but the same science materials as OAS and OAE; and (4) Non-Oral-Aural No-Science, which followed regular public school curriculum. To obtain these responses, at the beginning and end of the first grade, the first section of the Language-Cognition Test was given twice, in both Spanish and English. (An ancillary task of the investigation was to field-test the first section of this test.) The hypotheses of this study, designed to test for similarities and differences in the oral language of the four groups, were that (1) there were no significant initial differences between groups, including sex, in pretest scores; and (2) there were no significant differences between group means and function of treatment. In general, these hypotheses were "supported by the results." (AMM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Texas Univ., Austin. Research and Development Center for Teacher Education.
Authoring Institution: Texas Univ., Austin.