nicole kotras masters thesis

More documents

Recommendations

Info

elevance of certain stimuli in both the large picture and 20 small pictures. Luiz, et. al., (1995) confirmed the need to replace such culturally-biased and non-contemporaneous items with items that are equal in difficulty, but more culturally relevant and contemporary to the children of South Africa. Other sources of research (Huntley, 1996; Stewart, 1997; Tukulu, 1996) are in agreement with Luiz et. al., (1995) reporting on the need for revision of the 20 small pictures and large picture of the Hearing and Speech Scale. Hence, the adaptation of these items is the next step in the research process with the Griffiths Scales. It is from this thought process that a section of the Hearing and Speech Scale was adapted, with special emphasis on the children of South Africa. Table 2 Percentages of the ten least well received culturally-biased and non-contemporaneous items on the Extended Scales ITEM CULTURE FAIR (%) 35 CONTEMPORARY (%) B:6:3 Can go alone on errands to nearby shops 36 53 A:5:5 Can climb on and off a bus unaided 43 41 C:4:1 Name 6+ objects in the big picture 33 33 C:3:2 Picture vocabulary (12) 37 34 B:3:2 At table uses spoon and fork 52 14 B:5:5 Can fasten shoe buckles 23 39 B:4:5 Helps lay table, places a few items 40 22 A:4:3 Marches in time to music 17 15 C:6:4 Knows 10+ capital letters 22 22 C:5:6 Names 12 objects in big picture 24 19 The figures in the table cells indicate the percentage of negative responses the items received on the particular category. On reviewing the above mentioned assessment instruments for infant and child development, the Griffiths Scales and the Gesell Schedules appear to be the most suitable. These tests meet the requirements of an instrument which assesses the comprehensive development of infants and pre-school children. They can both be administered to infants and pre-school children and both cover the important areas of development. Despite the advantages of any assessment instrument, testing individuals within a culture for which the instrument was not developed or standardized can have long lasting consequences for that
individual been assessed. Hence, when living in a multicultural society, such as South Africa one needs to be continually aware of the possible limitations of the instrument utilized for the various cultural, or language groups. 36
Page 1 and 2: A REVISION OF A SECTION OF THE HEAR
Page 3 and 4: TABLE OF CONTENTS ii Page ACKNOWLED
Page 5 and 6: CHAPTER FOUR METHODOLOGY Problem fo
Page 7 and 8: LIST OF FIGURES vi Page Figure 1 Po
Page 9 and 10: Table 24 The responses given to the
Page 11 and 12: The major findings of the present s
Page 13 and 14: Die hoof bevindinge van die huidige
Page 15 and 16: Holt (1979) has comprehensively sum
Page 17 and 18: Figure 1 Population of South Africa
Page 19 and 20: of disabled people increases slowly
Page 21 and 22: second language or culture. Hamblet
Page 23 and 24: ange from birth to three years of a
Page 25 and 26: Africa cannot be separated from the
Page 27 and 28: 14 Hence, this study was aimed at p
Page 29 and 30: highly verbal in nature which is li
Page 31 and 32: perceptual-performance, quantitativ
Page 33 and 34: acquisition of this complex ability
Page 35 and 36: assessment of young children in Sou
Page 37 and 38: Table 1 Griffiths (1960) scoring cr
Page 39 and 40: that the two scales produced signif
Page 41 and 42: 28 (GQ) and in their performance on
Page 43 and 44: 30 British counterparts with respec
Page 45 and 46: 32 concluded that the Griffiths Sca
Page 47: 34 languages are usually successful
Page 51 and 52: Wilhelm Wundt, the founder of exper
Page 53 and 54: ecome evident. Questions include th
Page 55 and 56: Plays language games (pat-a-cake, p
Page 57 and 58: 36-54 months. Grammar developmental
Page 59 and 60: understands, and, if the child appe
Page 61 and 62: 48 the child's performance on each
Page 63 and 64: 50 manipulate simple toys according
Page 65 and 66: children's verbal responses. The re
Page 67 and 68: CHAPTER FOUR METHODOLOGY PROBLEM FO
Page 69 and 70: Bailey (1987) lists several advanta
Page 71 and 72: espondents, many mailed questionnai
Page 73 and 74: he studied the 2 Griffiths manuals
Page 75 and 76: 62 written responses of the complet
Page 77 and 78: Stage 5 The most frequently suggest
Page 79 and 80: 66 The subjects in the present stud
Page 81 and 82: Table 6 Demographic data for Sample
Page 83 and 84: In the present study, parents were
Page 85 and 86: Stage 6 Stage 7 For the large revis
Page 87 and 88: number of stimuli from the revised
Page 93 and 94: 80 Table 13 indicates the responses
Page 95 and 96: Table 15 Frequency and percentages
Page 97 and 98: highest and lowest mean numbers of
Page 99 and 100:
Table 19 The responses given to the
Page 101 and 102:
88 Table 21 indicates the frequency
Page 103 and 104:
65 months elicited the highest mean
Page 105 and 106:
Page 107 and 108:
Table 26 Means and Standard deviati
Page 109 and 110:
Page 111 and 112:
impacted on the spread of obtained
Page 113 and 114:
CHAPTER SIX CRITICAL EVALUATION AND
Page 115 and 116:
proposed criteria. Regarding Griffi
Page 117 and 118:
include: LIMITATIONS The limitation
Page 119 and 120:
e included into the Hearing and Spe
Page 121 and 122:
BIBLIOGRAPHY Aldridge-Smith, J., Bi
Page 123 and 124:
110 Development Bank of South Afric
Page 125 and 126:
112 Scale scores of 3-5 year old bo
Page 127 and 128:
University Press. Lister, C. (1981)
Page 129 and 130:
Kegan Paul. Kegan Paul. Kegan Paul.
Page 131 and 132:
Minnesota Press. Thomas, H. (1970).
Page 133 and 134:
APPENDIX A Letters and questionnair
Page 135 and 136:
Questionnaire attached to above let
Page 137 and 138:
APPENDIX C Letter to parents for th
Page 139 and 140:
Biographical questionnaire for pare
Page 141 and 142:
APPENDIX E Riordan (1978). The valu
Page 143:
130
show all

nicole kotras masters thesis

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?