Analysis of Children's Written and Oral Language.

APPENDICES cont.
Appendix 2 : CODING SHEET – ORAL LANGUAGE TASK
For coding purposes, student performance was scored on either a three or a four-point scale, with 1 the highest score.
   
 
Student Number: Year: Sex: Ethnicity: Zone: Decile:
   
 
Deeper Features
 Section 1 : Audience/Purpose
Fluency: Expresses thoughts, feelings, ideas lucidly and fluently
    
Consistently fluent Usually fluent Halting
Attitude/Purpose: Contributes to purpose of discussion (including elaboration, confirmation)
    
Consistently Usually Sometimes No contribution
     
Section 2: Content/Ideas
Content: Selects and explains significant reasons/ideas related to topic
    
Three or more Two reasons One reason Little/no reason
Three or more Two reasons One reason Little/no reason
Three or more Two reasons One reason Little/no reason
Justification: Justifies, substantiates or qualifies comments to support or expand opinion.
Clear with multiple ideas developed Relevant, but not fully developed On right track but vague Little/no relevance
 
Section 3: Structure/Organisation
Sentence Construction: Provides responses in sentence form
Always complex or compound Sometimes complex or compound Incomplete (elliptical)
Overall Complexity: Demonstrates complexity of thought in exploring or explaining response
Complex Moderate Simple
 
Section 4: Language
Vividness of Language: Speech employs vocabulary that goes beyond basic usage (see Glossary)
Consistently complex Sometimes Basic
Adjective Count: Speech uses adjectives (excluding adjectives of colour)
High (5 or more) Usual (3-4) Some (1-2) None
Surface Features
  
Section 5: Presentation
Speech Fillers: Instances of fillers (e.g. “like”, “sorta”, “yeah”, “well”) in speech
Always free Usually free (1-2) Sometimes free (3-4) Fillers dominate (5+)
Syntax: Demonstrates correct use of tense agreements, verb agreements in speech
High Usually Little/no consistency
Pronunciation: Consistent pronunciation in relation to standard or accepted classroom usage
Correct Usually Correct Sometimes Correct Poor
Non-verbal cues: Use of eye-contact, expression, gesture, to gain attention, communicate ideas, get feedback.
Constantly Usually Sometimes No Evidence
Dysfluencies: Incidence of false starts, hesitations, breath breaks, that interrupt phrasing and speech flow
Always free Usually free Sometimes free Interrupted
Speech Clarity: Enunciation of words
Consistantly clear Usually clear Sometimes clear Unclear
Breathing: The manner in which breathing is managed
Chest breathing - clear Somewhat audible breathng Mouth breathing - congested
Posture: Demonstrates comfortable seating position, squared shoulders, straight back, hands away from mouth
Correct Adequate Poor

prev page / Appendix 3
top of page    |    return to Probe Studies - INDEX   |    return to Other Studies menu
For further information and contact details for the Author    |    Contact USEE