Oral Language

Only a relatively small number of children were eligible for testing using Kï Mai and retesting later with an alternative form. Over half of those tested improved their score for one or both of the variables at retesting while most of the remaining children received the same scores. Most of the children had been in immersion less than eight months at retesting which suggests that Kï Mai may be more effective in discriminating change over time after a child has been at school at least 8 months. Further analysis of data revealed that improved scores in Kï Mai did not necessarily mean an increase in instructional reading level nor did improved instructional reading level mean improved scores in Kï Mai.This suggests that Kï Mai only measures gross changes in oracy development and perhaps its most effective use is for determining children's readiness at entry to school to engage in literacy activities.

The presence of a relatively large number of infant bilinguals among the participants provided an opportunity to examine the possible impact of dual competency in language on instructional reading level. The average levels of this group are plotted on the reading graph so comparisons can be made between this group and the remaining children.

Graph 5 Average reading instructional level of infant bilingual children.

Click on the graph for a larger view.

The graph indicates that at 5.0 to 5.3 years of age there is little difference in average instructional reading level between the infant bilinguals and the rest of the sample. After at least four months of school however, the infant bilinguals as a group are beginning to achieve higher reading instructional levels with differences in performance increasing markedly over time. After four months of school therefore we might expect the oral language advantage for infant bilinguals to be having a positive effect on their reading and writing levels. This hints at the direct link usually associated with achievement in oral language and achievement with other literacy activity.

Discussion

The reading graph and reading box plot developed from the research means the performance of a child (or children) can be located in relation to a cohort group by plotting instructional reading level at any point in time during the first 0 - 18 months in total immersion. The performance of new children can also be located in this way. Both graph and box plot can also be used either independently or in combination to track the reading progress the study participants or new children over time by plotting successive reading levels taken at different time periods.

Children whose instructional reading level falls within the middle and uppermost bands (sd ± 1 to sd +2) on the graph or within the boxed area and upper extremities on the box plot, would be considered to be achieving in reading. Those located in the uppermost band on the graph or upper extremities on the box plot would be deemed to be experiencing the most success.

A child who's instructional reading level falls within the lower band when plotted on the graph or below the box on the box plot is experiencing less success. A child whose results fall in this lower band warrant an investigation to ensure optimum opportunities are being provided for their learning.

The strong correlation established between reading and writing level, reading level and letter identification, reading level and word recognition should alert teachers to further investigate cases where a discrepancy occurs. Depending on the nature of the discrepancy, this might be due to misplaced reading level, a writing sample copied from a more capable child resulting in a higher than usual level being allocated, an over-emphasis in the classroom programme on letter identification and/or word recognition with fewer opportunities for reading continuous text etc.

Analysis of the reading data for the infant bilinguals in the study suggests a positive link between Mäori oral language competency and reading achievement and progress in Mäori. There were a small number of children however who were making progress comparable to the better performing infant bilingual children and who did not have the same opportunities for Mäori language development outside the school setting as the infant bilingual group. This warrants further investigation. Isolating contributing factors in these circumstances and where possible, replicating them across groups or classes of children could result in increases in the number of children experiencing optimum success.