nicole kotras masters thesis

Table 18
The responses given to the small and large revised SA and UK pictures for the language
groups for the Black pre-schoolers of sample 1 and 2
AGE SMALL
PICT-
URES
Language
Mean no.
of Stimuli
identified
Mean
no. of
Stimuli
SAMPLE 1 SAMPLE 2
LARGE SA PICTURE
Mean
no. of
Descriptive
words
Mean
no. of
Descriptivesentences
Mean
no. of
Pronouns
SMALL
PICT-
URES
Mean no.
of Stimuli
identified
Mean
no. of
Stimuli
LARGE UK PICTURE
Mean
no. of
Descriptive
words
Mean
no. of
Descriptivesentences
X 15 16 1 1 0 15 15 2 2 0
E 17 15 2 1 0 17 14 1 1 0
A 13 12 0 5 2 13 12 1 3 3
X =Xhosa; E = English; A = Afrikaans
Mean
no. of
Pronouns
As is evident in Table 18, English-speaking Black pre-schoolers from both samples
correctly identified the highest mean number of stimuli from the small pictures. Regarding
the large revised SA and UK pictures, a diverse array of the highest mean numbers for the
various scoring categories, is evident amongst the three language groups. In the present
study the small number of Black English- and Afrikaans- speaking pre-schoolers could have
impacted on the spread of obtained mean scores. Hence, this must be considered in the
interpretation of the results. Afrikaans is the home language of only a small percentage of
Black groups in South Africa, and the performance differences between English- and
Afrikaans-speaking groups is not important for them (Allan, 1992).
Table 19 indicates the responses of Black male and female pre-school children from
sample 1 and 2 to the revised small and large SA and UK pictures.
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