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Dissertation/Thesis Abstract

Linguistic Features of Instructional Language during Read Aloud Lessons
by Bender, Franklin W., Ph.D., University of Oregon, 2018, 295; 10935745
Abstract (Summary)

The purpose of this study was to explore the linguistic architecture of instructional language used during first grade read aloud lessons. The participants were from the CTL Year-3 Read Aloud study. The study’s random assignment created 20 teachers in the treatment group and 19 teachers in the control group. My study investigated the variability of their teacher’s use of instructional language during direct instruction read aloud lessons. Specifically, I analyzed the following linguistic attributes: (a) clausal density, (b) number of different words, (c) words per minute, (d) percentage of maze words, and (e) number of abandoned utterances. Exploratory associations for these variables were compared against the Quality Classroom Instruction protocol (QCI), a measure of teaching effectiveness. The results of my study yielded null effects due study limitations. However, the explored area addressed a blind-spot within the literature and provided preliminary data, insight, and recommendations pertaining to the linguistic attributes of instructional language used by first grade teachers during read aloud lessons.

Indexing (document details)
Advisor: Biancarosa, Gina
Commitee: Hollenbeck, Keith, Lucero, Audrey, Nese, Joseph
School: University of Oregon
Department: Educational Methodology, Policy, and Leadership
School Location: United States -- Oregon
Source: DAI-A 80/04(E), Dissertation Abstracts International
Subjects: Linguistics, Educational leadership, Elementary education, Teacher education, Reading instruction
Keywords: Instructional language, Read aloud, Teacher language, Teaching effectiveness
Publication Number: 10935745
ISBN: 978-0-438-69358-6
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