{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1828"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1828","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"A Quasi-Experimental Study to Determine the Effect of Daily Oral Language on First Graders' Editing Skills","abstract":"The purpose of this quasi-experimental study was to examine the effect of the Daily Oral Language (DOL) strategy on the editing skills of first graders. This study involved two first-grade classrooms: one classroom received DOL on a daily basis; the other classroom did not. The Stanford Achievement Test-9 was administered at the beginning of the school year to determine students' overall reading abilities. DOL tests were administered to both classes in January and May to determine the students' grammatical and mechanical editing abilities. Paired-samples t test results from the SAT-9 showed no significant differences between the two classes. Test results from paired-samples t tests of the DOL scores showed statistically significant differences between the two classrooms. The researcher therefore concluded Daily Oral Language instruction was an effective method for students to learn how to edit sentences. Within the realm of this study, DOL was determined to be a successful format for teaching students how to mechanically and grammatically correct sentences.","abstract_html":"The purpose of this quasi-experimental study was to examine the effect of the Daily Oral Language (DOL) strategy on the editing skills of first graders. This study involved two first-grade classrooms: one classroom received DOL on a daily basis; the other classroom did not. The Stanford Achievement Test-9 was administered at the beginning of the school year to determine students' overall reading abilities. DOL tests were administered to both classes in January and May to determine the students' grammatical and mechanical editing abilities. Paired-samples t test results from the SAT-9 showed no significant differences between the two classes. Test results from paired-samples t tests of the DOL scores showed statistically significant differences between the two classrooms. The researcher therefore concluded Daily Oral Language instruction was an effective method for students to learn how to edit sentences. Within the realm of this study, DOL was determined to be a successful format for teaching students how to mechanically and grammatically correct sentences.","abstract_has_math":false,"creators":["Lewis, Kayla"],"institution":null,"degree_name":"Master of Science in Education in Literacy","degree_level":"Masters","degree_discipline":"Reading, Foundations, and Technology","degree_department":null,"school":null,"contributors":["Sarah Nixon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-12-01T08:00:00Z","date_published":"2002-12-01T08:00:00Z","updated_at":"2026-07-24T03:15:54Z","subjects":["Other Education"],"languages":[],"rights":["© Kayla Lewis"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/827","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sarah Nixon"]},{"key":"dc:creator","label":"Author","values":["Lewis, Kayla"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Foundations, and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Literacy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Other Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Kayla Lewis"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/827"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this quasi-experimental study was to examine the effect of the Daily Oral Language (DOL) strategy on the editing skills of first graders. This study involved two first-grade classrooms: one classroom received DOL on a daily basis; the other classroom did not. The Stanford Achievement Test-9 was administered at the beginning of the school year to determine students' overall reading abilities. DOL tests were administered to both classes in January and May to determine the students' grammatical and mechanical editing abilities. Paired-samples t test results from the SAT-9 showed no significant differences between the two classes. Test results from paired-samples t tests of the DOL scores showed statistically significant differences between the two classrooms. The researcher therefore concluded Daily Oral Language instruction was an effective method for students to learn how to edit sentences. Within the realm of this study, DOL was determined to be a successful format for teaching students how to mechanically and grammatically correct sentences."]},{"key":"dc:title","label":"Title","values":["A Quasi-Experimental Study to Determine the Effect of Daily Oral Language on First Graders' Editing Skills"]}]}],"canonical_facts":{"dc:contributor":["Sarah Nixon"],"dc:creator":["Lewis, Kayla"],"dc:description.abstract":["The purpose of this quasi-experimental study was to examine the effect of the Daily Oral Language (DOL) strategy on the editing skills of first graders. This study involved two first-grade classrooms: one classroom received DOL on a daily basis; the other classroom did not. The Stanford Achievement Test-9 was administered at the beginning of the school year to determine students' overall reading abilities. DOL tests were administered to both classes in January and May to determine the students' grammatical and mechanical editing abilities. Paired-samples t test results from the SAT-9 showed no significant differences between the two classes. Test results from paired-samples t tests of the DOL scores showed statistically significant differences between the two classrooms. The researcher therefore concluded Daily Oral Language instruction was an effective method for students to learn how to edit sentences. Within the realm of this study, DOL was determined to be a successful format for teaching students how to mechanically and grammatically correct sentences."],"dc:identifier":["https://bearworks.missouristate.edu/theses/827"],"dc:rights":["© Kayla Lewis"],"dc:subject":["Other Education"],"dc:title":["A Quasi-Experimental Study to Determine the Effect of Daily Oral Language on First Graders' Editing Skills"],"thesis:degree_discipline":["Reading, Foundations, and Technology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Literacy"]},"updated_at":"2026-07-24T03:15:54Z"}