Purpose: The purpose of this study was to explore the language/literacy skills of at-risk adolescents. In addition, this study aimed to know more about at-risk adolescents’ perceptions, attitudes, and motivation about their language/literacy skills as well as their learning experiences.
Method: A mixed method design was conducted in this study. There were two phases to this study. Ten 18- to 19-year old at-risk adolescents participated in Phase 1, which included the Test of Integrated Language and Literacy Skills, Perceived Language/Literacy Survey, Attitude Survey, and a Motivation Survey. Eight at-risk adolescents participated in Phase 2 including an educational conference and surveys.
Results: Thirty percent (3/10) of at-risk adolescents tested had a language/literacy disorder. There was a significant correlation between how at-risk adolescents perceived their language/literacy skills and their TILLS identification test score (X2(2) > = 4.286, p = 0.038). At-risk adolescents who answered the Attitude Survey about their learning experiences varied in how much they liked school, how much effort they put in to completing homework, and if they felt they were able to apply school experiences to a job. In general at-risk adolescents tended to prefer to learn kinesthetically, liked Language Arts, and disliked Math. In general, at-risk adolescents dreamed obtaining a professional job that required higher education. When asked about obstacles to their dreams, responses varied and included nothing, education, and finances. For those that participated in the educational conference, learning about their language/literacy did not significantly change their locus of control but significantly changed their interest in obtaining speech and language services.
Discussion: The language/literacy skills, attitudes, and motivation of at-risk adolescents who are identified as homeless varied. This adds to the current literature and support that some at-risk adolescents can benefit from speech and language services. Preliminary information about at-risk adolescents’ preferred learning modality is also introduced with these findings. A significant subset of adolescents have good awareness of their language/literacy skills supplementing that with more questions that probe the use of language/literacy skills, at-risk adolescents can accurately screen their own performance.
Conclusion: These findings support previous work suggesting that at-risk adolescents would benefit from speech-language services. Speech-language pathologists can play a critical role on teams with social workers and psychologists to help identify language/literacy skills of at-risk adolescents, which could subsequently impact their ability to plan, problem solve, overcome past experiences, obtain employment, and ultimately, live independently.
|Advisor:||Olszewski, Abbie, McClendon, Jennifer|
|School:||University of Nevada, Reno|
|Department:||Speech Pathology and Audiology|
|School Location:||United States -- Nevada|
|Source:||MAI 58/01M(E), Masters Abstracts International|
|Keywords:||At-risk adolescents, Attitude, Delinquent, Homeless, Language skills, Literacy skills|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be