First-Grade Students' Response to a Language Concept Presented by Videotape Students in six first-grade classrooms were presented a language concept via videotape playback. Two concepts were divided equally among the six classrooms; three classrooms were presented the concept of assistance and three other classrooms were presented with dwelling. Each presentation consisted of three separate, but related, videotaped programs based on ... Research Article
Research Article  |   October 01, 1976
First-Grade Students' Response to a Language Concept Presented by Videotape
 
Author Notes
  • Richard W. Trullinger is a doctoral student in speech pathology at the University of Oklahoma Health Sciences Center, Department of Communication Disorders. Requests for reprints may be addressed to him at the Speech and Hearing Center, 823 N.E. 14th Street, Oklahoma University Health Sciences Center, P.O. Box 26901, Oklahoma City, Oklahoma 73190. Research for this article was completed at Portland State University, Portland, Oregon.
    Richard W. Trullinger is a doctoral student in speech pathology at the University of Oklahoma Health Sciences Center, Department of Communication Disorders. Requests for reprints may be addressed to him at the Speech and Hearing Center, 823 N.E. 14th Street, Oklahoma University Health Sciences Center, P.O. Box 26901, Oklahoma City, Oklahoma 73190. Research for this article was completed at Portland State University, Portland, Oregon.×
Article Information
Research Articles
Research Article   |   October 01, 1976
First-Grade Students' Response to a Language Concept Presented by Videotape
Language, Speech, and Hearing Services in Schools, October 1976, Vol. 7, 230-235. doi:10.1044/0161-1461.0704.235
History: Received February 3, 1975 , Accepted April 5, 1975
 
Language, Speech, and Hearing Services in Schools, October 1976, Vol. 7, 230-235. doi:10.1044/0161-1461.0704.235
History: Received February 3, 1975; Accepted April 5, 1975

Students in six first-grade classrooms were presented a language concept via videotape playback. Two concepts were divided equally among the six classrooms; three classrooms were presented the concept of assistance and three other classrooms were presented with dwelling. Each presentation consisted of three separate, but related, videotaped programs based on a single concept. A pre- and posttest was administered to determine if the concepts could be identified by the students. Final results were analyzed in terms of overall correct response, correct Identification of each concept, sex differences, and socio-economic levels. Possible clinical implications were also discussed.

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