All ETDs from UAB

Advisory Committee Chair

Lynn Kirkland

Advisory Committee Members

Gayle Morrison

Deborah Strevy

Maryann Manning

Jean Lollar

Document Type


Date of Award


Degree Name by School

Doctor of Philosophy (PhD) School of Education


Among risk factors associated with reading difficulties, underdeveloped oral language skills can be detrimental to students' reading success. Many educators are teaching early reading skills without prior knowledge of scaffolding methods and developmentally appropriate developmentally appropriate factors from research (Kirkland & Patterson, 2005). This multi-case study examined aspects of how five preschool personnel developed oral language development in two Titles I preschool by answering the following questions: How do preschool teachers and paraprofessionals describe the ways in which oral language development is developed in a preschool setting? The research sub-questions included were: Two Title I schools were purposefully chosen for their diverse at risk preschool programs and their dedication to the development of language acquisition. To establish credibility and validity for the research (Merriam, 1998), three primary methods of data collection were used: individual interviews, observations, and a focus group interview. Findings revealed that cultural assumptions of how teachers developed oral language were similar across groups. Recommendation for practice and future research were discussed

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