{"id":{"repo_id":"lsu-thes","oai_identifier":"oai:repository.lsu.edu:gradschool_dissertations-1046"},"canonical_url":"https://search.dev.ndltd.org/etd/lsu-thes/oai:repository.lsu.edu:gradschool_dissertations-1046","repository":{"repo_id":"lsu-thes","name":"Lousiana State University","base_url":"https://repository.lsu.edu/do/oai/"},"display":{"title":"Addressing the Higher Level Language Skills for the Common Core State Standards in Kindergarten","abstract":"Kindergarten is a critical year, providing a foundation for children’s success in school. With a common set of standards, the Common Core State Standards (CCSS), finalized and made available to states for adoption critical skills in numeracy and literacy will be uniformed from kindergarten through high school. Some children enter school with a sufficient foundation to support success in kindergarten and subsequent years. However, some children either because of lack of exposure during preschool years (e.g., Aikens & Barbarin, 2008; Hart & Risley, 1995; Schacter, 1979; Snow, Burns & Griffin, 1998) or because of language delays associated with developmental disabilities or delays (e.g., Catts, Adolf & Weismer, 2006; Gough & Tunmer, 1986; Kuhn & Stahl, 2003; Nation & Snowling, 1998; Yuill & Oakhill, 1991) are already far behind their peers upon entrance into kindergarten. The current study investigated the effects of presenting a multilevel approach to storybook reading on a broad range of language skills over 32 weeks of intervention for children at-risk for reading. Specifically, growth in overall language, semantics, syntax, letter awareness, and phonology was explored. Thirty-six at-risk kindergarten students comprised a group that either received intervention utilizing scaffolded talk across a continuum of increasingly more decentered meanings or represented a comparison group. The results of the study revealed that the intervention group made statistically significant gains in overall language, semantic, and syntax skills. A visual inspection of gain composite scores revealed that majority of the intervention groups increased near or at least one standard deviation of change from pre- to posttest; these gains were not evident in the comparison group. The result of the study indicated that utilizing scaffolded talk across a continuum of increasing more decentered meanings in kindergarten hold potential to address the language goals of the CCSS.","abstract_html":"Kindergarten is a critical year, providing a foundation for children’s success in school. With a common set of standards, the Common Core State Standards (CCSS), finalized and made available to states for adoption critical skills in numeracy and literacy will be uniformed from kindergarten through high school. Some children enter school with a sufficient foundation to support success in kindergarten and subsequent years. However, some children either because of lack of exposure during preschool years (e.g., Aikens & Barbarin, 2008; Hart & Risley, 1995; Schacter, 1979; Snow, Burns & Griffin, 1998) or because of language delays associated with developmental disabilities or delays (e.g., Catts, Adolf & Weismer, 2006; Gough & Tunmer, 1986; Kuhn & Stahl, 2003; Nation & Snowling, 1998; Yuill & Oakhill, 1991) are already far behind their peers upon entrance into kindergarten. The current study investigated the effects of presenting a multilevel approach to storybook reading on a broad range of language skills over 32 weeks of intervention for children at-risk for reading. Specifically, growth in overall language, semantics, syntax, letter awareness, and phonology was explored. Thirty-six at-risk kindergarten students comprised a group that either received intervention utilizing scaffolded talk across a continuum of increasingly more decentered meanings or represented a comparison group. The results of the study revealed that the intervention group made statistically significant gains in overall language, semantic, and syntax skills. A visual inspection of gain composite scores revealed that majority of the intervention groups increased near or at least one standard deviation of change from pre- to posttest; these gains were not evident in the comparison group. The result of the study indicated that utilizing scaffolded talk across a continuum of increasing more decentered meanings in kindergarten hold potential to address the language goals of the CCSS.","abstract_has_math":false,"creators":["Bourque Meaux, Ashley"],"institution":"Communication Sciences and Disorders","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Communication Sciences and Disorders","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:57:00Z","subjects":["common core state standards","CCSS","reading","state standards","language"],"languages":[],"rights":["unrestricted","Release the entire work immediately for access worldwide."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-07072013-150752","https://repository.lsu.edu/gradschool_dissertations/47"],"render_values":[{"text":"etd-07072013-150752","href":null,"code":true},{"text":"https://repository.lsu.edu/gradschool_dissertations/47","href":"https://repository.lsu.edu/gradschool_dissertations/47","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.31390/gradschool_dissertations.47","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Bourque Meaux, Ashley"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-06-10"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-12T23:07:31Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication Sciences and Disorders"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Communication Sciences and Disorders"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["common core state standards","CCSS","reading","state standards","language"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","Release the entire work immediately for access worldwide."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-07072013-150752","10.31390/gradschool_dissertations.47","https://repository.lsu.edu/gradschool_dissertations/47"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Kindergarten is a critical year, providing a foundation for children’s success in school. With a common set of standards, the Common Core State Standards (CCSS), finalized and made available to states for adoption critical skills in numeracy and literacy will be uniformed from kindergarten through high school. Some children enter school with a sufficient foundation to support success in kindergarten and subsequent years. However, some children either because of lack of exposure during preschool years (e.g., Aikens & Barbarin, 2008; Hart & Risley, 1995; Schacter, 1979; Snow, Burns & Griffin, 1998) or because of language delays associated with developmental disabilities or delays (e.g., Catts, Adolf & Weismer, 2006; Gough & Tunmer, 1986; Kuhn & Stahl, 2003; Nation & Snowling, 1998; Yuill & Oakhill, 1991) are already far behind their peers upon entrance into kindergarten. The current study investigated the effects of presenting a multilevel approach to storybook reading on a broad range of language skills over 32 weeks of intervention for children at-risk for reading. Specifically, growth in overall language, semantics, syntax, letter awareness, and phonology was explored. Thirty-six at-risk kindergarten students comprised a group that either received intervention utilizing scaffolded talk across a continuum of increasingly more decentered meanings or represented a comparison group. The results of the study revealed that the intervention group made statistically significant gains in overall language, semantic, and syntax skills. A visual inspection of gain composite scores revealed that majority of the intervention groups increased near or at least one standard deviation of change from pre- to posttest; these gains were not evident in the comparison group. The result of the study indicated that utilizing scaffolded talk across a continuum of increasing more decentered meanings in kindergarten hold potential to address the language goals of the CCSS."]},{"key":"dc:title","label":"Title","values":["Addressing the Higher Level Language Skills for the Common Core State Standards in Kindergarten"]}]}],"canonical_facts":{"dc:creator":["Bourque Meaux, Ashley"],"dc:date":["2013-06-10"],"dc:date.available":["2022-05-12T23:07:31Z"],"dc:description.abstract":["Kindergarten is a critical year, providing a foundation for children’s success in school. With a common set of standards, the Common Core State Standards (CCSS), finalized and made available to states for adoption critical skills in numeracy and literacy will be uniformed from kindergarten through high school. Some children enter school with a sufficient foundation to support success in kindergarten and subsequent years. However, some children either because of lack of exposure during preschool years (e.g., Aikens & Barbarin, 2008; Hart & Risley, 1995; Schacter, 1979; Snow, Burns & Griffin, 1998) or because of language delays associated with developmental disabilities or delays (e.g., Catts, Adolf & Weismer, 2006; Gough & Tunmer, 1986; Kuhn & Stahl, 2003; Nation & Snowling, 1998; Yuill & Oakhill, 1991) are already far behind their peers upon entrance into kindergarten. The current study investigated the effects of presenting a multilevel approach to storybook reading on a broad range of language skills over 32 weeks of intervention for children at-risk for reading. Specifically, growth in overall language, semantics, syntax, letter awareness, and phonology was explored. Thirty-six at-risk kindergarten students comprised a group that either received intervention utilizing scaffolded talk across a continuum of increasingly more decentered meanings or represented a comparison group. The results of the study revealed that the intervention group made statistically significant gains in overall language, semantic, and syntax skills. A visual inspection of gain composite scores revealed that majority of the intervention groups increased near or at least one standard deviation of change from pre- to posttest; these gains were not evident in the comparison group. The result of the study indicated that utilizing scaffolded talk across a continuum of increasing more decentered meanings in kindergarten hold potential to address the language goals of the CCSS."],"dc:identifier":["etd-07072013-150752","10.31390/gradschool_dissertations.47","https://repository.lsu.edu/gradschool_dissertations/47"],"dc:rights":["unrestricted","Release the entire work immediately for access worldwide."],"dc:subject":["common core state standards","CCSS","reading","state standards","language"],"dc:title":["Addressing the Higher Level Language Skills for the Common Core State Standards in Kindergarten"],"thesis:degree_discipline":["Communication Sciences and Disorders"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"],"thesis:institution_name":["Communication Sciences and Disorders"]},"updated_at":"2026-07-24T02:57:00Z"}