Dialect Variation, Dialect-Shifting, and Reading Comprehension in Second Grade

Autor/inn/en	Terry, Nicole Patton; Connor, Carol McDonald; Johnson, Lakeisha; Stuckey, Adrienne; Tani, Novell
Titel	Dialect Variation, Dialect-Shifting, and Reading Comprehension in Second Grade
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 2, S.267-295 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-015-9593-9
Schlagwörter	Grade 2; Elementary School Students; Nonstandard Dialects; Oral Language; Reading Comprehension; Reading Achievement; Correlation; Scores; Lunch Programs; Language Skills; Language Usage; Prediction; Educational Environment; Institutional Characteristics; Advantaged; Disadvantaged Schools; Achievement Gains; Reading Tests + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Oral interpretation; Mündlicher Sprachgebrauch; Leseverstehen; Leseleistung; Korrelation; Mittagessen; Language skill; Sprachkompetenz; Sprachgebrauch; Vorhersage; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Achievement gain; Leistungssteigerung; Lesetest
Abstract	The purpose of this study was to examine second graders' (n = 680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively associated with fall achievement scores. NMAE production generally decreased from fall to spring. Students who qualified for the US Free and Reduced Lunch program (FARL) and who had stronger language skills were more likely to decrease their NMAE use (i.e., dialect shifting) than their peers who did not qualify for FARL or their peers with weaker language skills. Dialect shifting for a sub-sample of 102 students who used substantial amounts of NMAE at the beginning of the school year was predicted by school context, controlling for reading and language skills--in general, students who attended more affluent schools dialect shifted to a greater extent than did their peers who attended higher poverty schools. Greater dialect shifting in this group predicted gains in reading comprehension from fall to spring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01