Effects of embedded and direct language strategies on prekindergarten students' cognitive and social emotional development

Author

Matthew L. Dominy, University of Nebraska at Omaha

Date of Award

5-1-2012

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational Leadership

First Advisor

Dr. Peter J. Smith

Second Advisor

Dr. Karen L. Hayes

Third Advisor

Dr. Jeanne L. Surface

Fourth Advisor

Dr. Julie A. Delkamiller

Abstract

The purpose of this study is to measure the effect of a standard of care embedded language strategies program utilized in combination with direct language strategy instruction on the measured expressive language, cognitive development, social emotional development, and language development of prekindergarten students attending three neighborhood Title I schools.

Comments

A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2012 Matthew L. Dominy.

Recommended Citation

Dominy, Matthew L., "Effects of embedded and direct language strategies on prekindergarten students' cognitive and social emotional development" (2012). Student Work. 3474.
https://digitalcommons.unomaha.edu/studentwork/3474