A Psycholinguistic Analysis of the Cloze Responses of Low (SES) Black, Chicano, and White Junior High School Students.

Autor/inn/en	Phillips, Catherine Anne; Heerman, Charles E.
Titel	A Psycholinguistic Analysis of the Cloze Responses of Low (SES) Black, Chicano, and White Junior High School Students.
Quelle	(1979), (21 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adolescents; Black Students; Cloze Procedure; English (Second Language); Error Analysis (Language); Interference (Language); Junior High School Students; Junior High Schools; Mexican Americans; Nonstandard Dialects; Psycholinguistics; Reading Comprehension; Reading Research; Silent Reading; Socioeconomic Status; Spanish Speaking; White Students + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lückentext; English as second language; English; Second Language; Englisch als Zweitsprache; Error analysis; Language; Fehleranalyse; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Hispanoamerikaner; Psycholinguistik; Leseverstehen; Leseforschung; Stilles Lesen; Socio-economic status; Sozioökonomischer Status
Abstract	A cloze test was administered to 210 seventh grade students of low socioeconomic status to determine whether dialect and second language interfered with adolescents' use of print language during the process of silent reading. The population was comprised of black, Chicano, and white students. Based on the exact cloze scores, 24 triples were matched from the three ethnic groups. Four different scoring procedures were devised for deriving appropriateness of nonexact answers on the cloze tests on the bases of semantics and syntax. An independent judge administered the four scoring procedures. The three groups were compared by a series of ANOVAs on semantic errors, syntax errors, and substitutes derived by the four procedures. It was found that dialect and second language did not interfere in the adolescent's silent reading process when reading ability and socioeconomic status were controlled. (Author/RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01