{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1285"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1285","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"Conservation and Expressive/Receptive Language Abilities in Normal and Disabled Readers","abstract":"The study was conducted in order to determine the relationship between conservation expressive/receptive language abilities in normal and disabled readers. Subjects were 24 seven year old males and females, 12 good readers and 12 disabled readers. SRA reading achievement scores were obtained from each subject's permanent record. The Test of Language Development was administered to all subjects. The study found that all 12 disabled readers evidenced deficits in one or more aspects of oral language as measured by the Test of Language Development. The Receptive Syntactic Semantic Test was administered to all subjects. The study found that a significant number of disabled readers evidenced deficits in the area of receptive language. The concept Assessment Kit was administered to all subjects as a measure of conservation. The relationship between conservation and reading achievement was not found to be significant. However, a power curve fit yielded correlation coefficients that were significant at the .01 level. The results of the study indicate that perphaps reading models based on a psycholinguistic and cognitive approach should be employed. And, the results of the study indicate the need to include measures of both receptive and expressive language in programs designed to provide early identification of students, who are apt to experience reading difficulties. These students would benefit from an individualized language experience approach to reading.","abstract_html":"The study was conducted in order to determine the relationship between conservation expressive/receptive language abilities in normal and disabled readers. Subjects were 24 seven year old males and females, 12 good readers and 12 disabled readers. SRA reading achievement scores were obtained from each subject's permanent record. The Test of Language Development was administered to all subjects. The study found that all 12 disabled readers evidenced deficits in one or more aspects of oral language as measured by the Test of Language Development. The Receptive Syntactic Semantic Test was administered to all subjects. The study found that a significant number of disabled readers evidenced deficits in the area of receptive language. The concept Assessment Kit was administered to all subjects as a measure of conservation. The relationship between conservation and reading achievement was not found to be significant. However, a power curve fit yielded correlation coefficients that were significant at the .01 level. The results of the study indicate that perphaps reading models based on a psycholinguistic and cognitive approach should be employed. And, the results of the study indicate the need to include measures of both receptive and expressive language in programs designed to provide early identification of students, who are apt to experience reading difficulties. These students would benefit from an individualized language experience approach to reading.","abstract_has_math":false,"creators":["Standley, Rebecca Susan"],"institution":null,"degree_name":"Master of Science in Education in Elementary Education","degree_level":"Masters","degree_discipline":"Childhood Education and Family Studies","degree_department":null,"school":null,"contributors":["Ruth Burgess"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1982,"date_issued":"1982-07-01T07:00:00Z","date_published":"1982-07-01T07:00:00Z","updated_at":"2026-07-24T03:15:17Z","subjects":["Elementary Education and Teaching"],"languages":[],"rights":["© Rebecca Susan Standley"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/284","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ruth Burgess"]},{"key":"dc:creator","label":"Author","values":["Standley, Rebecca Susan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Childhood Education and Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Elementary Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Rebecca Susan Standley"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/284"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The study was conducted in order to determine the relationship between conservation expressive/receptive language abilities in normal and disabled readers. Subjects were 24 seven year old males and females, 12 good readers and 12 disabled readers. SRA reading achievement scores were obtained from each subject's permanent record. The Test of Language Development was administered to all subjects. The study found that all 12 disabled readers evidenced deficits in one or more aspects of oral language as measured by the Test of Language Development. The Receptive Syntactic Semantic Test was administered to all subjects. The study found that a significant number of disabled readers evidenced deficits in the area of receptive language. The concept Assessment Kit was administered to all subjects as a measure of conservation. The relationship between conservation and reading achievement was not found to be significant. However, a power curve fit yielded correlation coefficients that were significant at the .01 level. The results of the study indicate that perphaps reading models based on a psycholinguistic and cognitive approach should be employed. And, the results of the study indicate the need to include measures of both receptive and expressive language in programs designed to provide early identification of students, who are apt to experience reading difficulties. These students would benefit from an individualized language experience approach to reading."]},{"key":"dc:title","label":"Title","values":["Conservation and Expressive/Receptive Language Abilities in Normal and Disabled Readers"]}]}],"canonical_facts":{"dc:contributor":["Ruth Burgess"],"dc:creator":["Standley, Rebecca Susan"],"dc:description.abstract":["The study was conducted in order to determine the relationship between conservation expressive/receptive language abilities in normal and disabled readers. Subjects were 24 seven year old males and females, 12 good readers and 12 disabled readers. SRA reading achievement scores were obtained from each subject's permanent record. The Test of Language Development was administered to all subjects. The study found that all 12 disabled readers evidenced deficits in one or more aspects of oral language as measured by the Test of Language Development. The Receptive Syntactic Semantic Test was administered to all subjects. The study found that a significant number of disabled readers evidenced deficits in the area of receptive language. The concept Assessment Kit was administered to all subjects as a measure of conservation. The relationship between conservation and reading achievement was not found to be significant. However, a power curve fit yielded correlation coefficients that were significant at the .01 level. The results of the study indicate that perphaps reading models based on a psycholinguistic and cognitive approach should be employed. And, the results of the study indicate the need to include measures of both receptive and expressive language in programs designed to provide early identification of students, who are apt to experience reading difficulties. These students would benefit from an individualized language experience approach to reading."],"dc:identifier":["https://bearworks.missouristate.edu/theses/284"],"dc:rights":["© Rebecca Susan Standley"],"dc:subject":["Elementary Education and Teaching"],"dc:title":["Conservation and Expressive/Receptive Language Abilities in Normal and Disabled Readers"],"thesis:degree_discipline":["Childhood Education and Family Studies"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Elementary Education"]},"updated_at":"2026-07-24T03:15:17Z"}