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The relevance of oral language skills to early literacy: A multivariate analysis

Published online by Cambridge University Press:  01 June 1999

Deborah L. Speece ,
Froma P. Roth ,
David H. Cooper  and
Susan De La Paz
Deborah L. Speece*
Affiliation:
University of Maryland
Froma P. Roth
Affiliation:
University of Maryland
David H. Cooper
Affiliation:
University of Maryland
Susan De La Paz
Affiliation:
Vanderbilt University
*
Deborah L. Speece, Department of Special Education, 1308 Benjamin Building, University of Maryland, College Park, MD 20742. Email: dlspeece@wam.umd.edu
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Abstract

This study examined relationships between oral language and literacy in a two-year, multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children, four oral language subtypes were identified based on measures of semantics, syntax, metalinguistics, and oral narration. Validation efforts included (a) concurrent and predictive analyses of subtype differences on reading, spelling, and listening comprehension measures based on a priori hypotheses and (b) a comparison of the teacher classification of the children with the empirical classification. The subtypes represented high average, low average, high narrative, and low overall patterns of oral language skill. The high average subtype received the most consistent evidence for validation. The pattern of validation results indicates that the relationship between oral language and literacy is not uniform and suggests a modification of the assumption that oral language skills have a direct role in reading acquisition.

Information

Type
Research Article
Information
Applied Psycholinguistics , Volume 20 , Issue 2 , June 1999 , pp. 167 - 190
Copyright
Copyright © Cambridge University Press 1999

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