Relations among Children's Use of Dialect and Literacy Skills: A Meta-Analysis

Autor/inn/en	Gatlin, Brandy; Wanzek, Jeanne
Titel	Relations among Children's Use of Dialect and Literacy Skills: A Meta-Analysis
Quelle	In: Journal of Speech, Language, and Hearing Research, 58 (2015) 4, S.1306-1318 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2015_JSLHR-L-14-0311
Schlagwörter	Meta Analysis; Dialects; Elementary School Students; Correlation; Reading Skills; Writing Skills; Spelling; English; Statistical Analysis; Literacy; Effect Size; African American Students; Black Dialects; Socioeconomic Status; Age Differences; Predictor Variables + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Dialect; Dialekt; Korrelation; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Schreibweise; English language; Englisch; Statistische Analyse; Alphabetisierung; Schreib- und Lesefähigkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Socio-economic status; Sozioökonomischer Status; Age; Difference; Age difference; Altersunterschied; Prädiktor
Abstract	Purpose: The current meta-analysis examines recent empirical research studies that have investigated relations among dialect use and the development and achievement of reading, spelling, and writing skills. Method: Studies published between 1998 and 2014 were selected if they: (a) included participants who were in Grades K-6 and were typically developing native English speakers, (b) examined a concurrent quantitative relationship between dialect use and literacy, including reading, spelling, or writing measures, and (c) contained sufficient information to calculate effect size estimates. Results: Upon the removal of one study that was found to be an outlier, the full sample included 19 studies consisting of 1,947 participants, of which the majority (70%) were African American. The results showed a negative and moderate relationship between dialect use and overall literacy performance (M effect size = -0.33) and for dialect and reading (M effect size = -0.32). For spelling and writing, the relationship was negative and small (M effect size = -0.22). Moderator analyses revealed that socioeconomic status and grade level were not significant predictors for relations among dialect use and literacy skills. Conclusions: Implications for practice and future research, including analyzing dialect use in a variety of contexts and examining these relations to literacy outcomes, are discussed. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11