The purpose of this study was to see if there is any difference between the reading and English test scores (TASK= Stanford Test of Academic Skills) between those high schoo1 students who take oral communications courses and those who do not take such courses.
This study used a sample of 40 students enrolled in oral communications courses from three randomly selected high schools. The comparison sample included 40 randomly selected students enrolled in Phase II English courses at the same schools.
The Stanford Test of Academic Skills served as both a pretest and a posttest for scores for all of the selected students in an effort to see if oral communications courses are helpful in increasing test scores for high school students.
Findings revealed no significant difference in the scores for the oral communications and Phase II English groups as a whole. However, there appears to be a trend of some noticeable differences in the scores for the boys and girls from the Phase II English group.
","abstract_html":"<p>The purpose of this study was to see if there is any difference between the reading and English test scores (TASK= Stanford Test of Academic Skills) between those high schoo1 students who take oral communications courses and those who do not take such courses.</p> <p>This study used a sample of 40 students enrolled in oral communications courses from three randomly selected high schools. The comparison sample included 40 randomly selected students enrolled in Phase II English courses at the same schools.</p> <p>The Stanford Test of Academic Skills served as both a pretest and a posttest for scores for all of the selected students in an effort to see if oral communications courses are helpful in increasing test scores for high school students.</p> <p>Findings revealed no significant difference in the scores for the oral communications and Phase II English groups as a whole. However, there appears to be a trend of some noticeable differences in the scores for the boys and girls from the Phase II English group.</p>","abstract_has_math":false,"creators":["Johnson, Sylvia C."],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. James Brewbaker","Dr. Carolyn Cartledge","Dr. Hall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1986,"date_issued":"1986-01-01T08:00:00Z","date_published":"1986-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["English","TASK= Stanford Test of Academic Skills","High School Students","Oral Communications Courses","Reading","Educational Assessment, Evaluation, and Research","Educational Methods","Language and Literacy Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/607","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. James Brewbaker","Dr. Carolyn Cartledge","Dr. Hall"]},{"key":"dc:creator","label":"Author","values":["Johnson, Sylvia C."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English","TASK= Stanford Test of Academic Skills","High School Students","Oral Communications Courses","Reading","Educational Assessment, Evaluation, and Research","Educational Methods","Language and Literacy Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/607"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to see if there is any difference between the reading and English test scores (TASK= Stanford Test of Academic Skills) between those high schoo1 students who take oral communications courses and those who do not take such courses.
This study used a sample of 40 students enrolled in oral communications courses from three randomly selected high schools. The comparison sample included 40 randomly selected students enrolled in Phase II English courses at the same schools.
The Stanford Test of Academic Skills served as both a pretest and a posttest for scores for all of the selected students in an effort to see if oral communications courses are helpful in increasing test scores for high school students.
Findings revealed no significant difference in the scores for the oral communications and Phase II English groups as a whole. However, there appears to be a trend of some noticeable differences in the scores for the boys and girls from the Phase II English group.
"]},{"key":"dc:title","label":"Title","values":["The Use of Oral Communications Courses in High School to Increase Skills in Language Arts"]}]}],"canonical_facts":{"dc:contributor":["Dr. James Brewbaker","Dr. Carolyn Cartledge","Dr. Hall"],"dc:creator":["Johnson, Sylvia C."],"dc:description.abstract":["The purpose of this study was to see if there is any difference between the reading and English test scores (TASK= Stanford Test of Academic Skills) between those high schoo1 students who take oral communications courses and those who do not take such courses.
This study used a sample of 40 students enrolled in oral communications courses from three randomly selected high schools. The comparison sample included 40 randomly selected students enrolled in Phase II English courses at the same schools.
The Stanford Test of Academic Skills served as both a pretest and a posttest for scores for all of the selected students in an effort to see if oral communications courses are helpful in increasing test scores for high school students.
Findings revealed no significant difference in the scores for the oral communications and Phase II English groups as a whole. However, there appears to be a trend of some noticeable differences in the scores for the boys and girls from the Phase II English group.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/607"],"dc:language":["English"],"dc:subject":["English","TASK= Stanford Test of Academic Skills","High School Students","Oral Communications Courses","Reading","Educational Assessment, Evaluation, and Research","Educational Methods","Language and Literacy Education"],"dc:title":["The Use of Oral Communications Courses in High School to Increase Skills in Language Arts"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:25Z"}