Auditory Discrimination and the "Disadvantaged:" Deficit or Difference.

Autor/in	Politzer, Robert L.
Titel	Auditory Discrimination and the "Disadvantaged:" Deficit or Difference.
Quelle	21 (1971) 4, S.174-179 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Auditory Discrimination; Disadvantaged Youth; Listening Skills; Nonstandard Dialects; Socioeconomic Influences; Testing + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Sozioökonomischer Faktor; Testdurchführung; Testen
Abstract	The auditory discrimination ability of pupils who are generally classified as "socioeconomically" or "culturally" disadvantaged is the subject of recent research. The concept of the disadvantaged child that has auditory discrimination difficulties--and associated with them problems in reading and perhaps even speaking--was quickly and widely accepted in the literature dealing with the language problem of the disadvantaged. The possibility that the auditory discrimination problem of the disadvantaged child may reflect a language difference is occasionally alluded to in the literature dealing with the so-called "deficit phenomena." The instrument most widely used in the testing of auditory discrimination is the Wepman test. The most plausible explanation of the auditory discrimination deficit of the disadvantaged is simply that the categorizations (same vs. different) which are expected on the testing instruments are those of standard English and do not correspond to the social dialect of blacks and/or lower socioeconomic status groups. The difference in auditory discrimination between disadvantaged and non-disadvantaged tends to disappear as children progress through school. (CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01