How African American English-Speaking First Graders Segment and Rhyme Words and Nonwords with Final Consonant Clusters

Autor/inn/en	Shollenbarger, Amy J.; Robinson, Gregory C.; Taran, Valentina; Choi, Seo-eun
Titel	How African American English-Speaking First Graders Segment and Rhyme Words and Nonwords with Final Consonant Clusters
Quelle	In: Language, Speech, and Hearing Services in Schools, 48 (2017) 4, S.273-285 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2017_LSHSS-16-0062
Schlagwörter	Grade 1; Elementary School Students; African American Students; Black Dialects; African American Culture; Rhyme; Phonemes; Vowels; North American English; Language Usage + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Reim; Fonem; Amerikanisches Englisch; Sprachgebrauch
Abstract	Purpose: This study explored how typically developing 1st grade African American English (AAE) speakers differ from mainstream American English (MAE) speakers in the completion of 2 common phonological awareness tasks (rhyming and phoneme segmentation) when the stimulus items were consonant-vowel-consonant-consonant (CVCC) words and nonwords. Method: Forty-nine 1st graders met criteria for 2 dialect groups: AAE and MAE. Three conditions were tested in each rhyme and segmentation task: Real Words No Model, Real Words With a Model, and Nonwords With a Model. Results: The AAE group had significantly more responses that rhymed CVCC words with consonant-vowel-consonant words and segmented CVCC words as consonant-vowel-consonant than the MAE group across all experimental conditions. In the rhyming task, the presence of a model in the real word condition elicited more reduced final cluster responses for both groups. In the segmentation task, the MAE group was at ceiling, so only the AAE group changed across the different stimulus presentations and reduced the final cluster less often when given a model. Conclusion: Rhyming and phoneme segmentation performance can be influenced by a child's dialect when CVCC words are used. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01