Elementary Students' Use of Dialect and Reading Achievement: Examining Students with Disabilities

Autor/inn/en	Gatlin, Brandy; Wanzek, Jeanne
Titel	Elementary Students' Use of Dialect and Reading Achievement: Examining Students with Disabilities
Quelle	In: Exceptional Children, 84 (2017) 1, S.97-115 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402917727248
Schlagwörter	Elementary School Students; Dialects; Reading Achievement; Speech Impairments; Language Impairments; Learning Disabilities; Oral Language; Written Language; Longitudinal Studies; Achievement Tests; Statistical Analysis; Woodcock Johnson Tests of Achievement; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Dialect; Dialekt; Leseleistung; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Learning handicap; Lernbehinderung; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; WIAT; Eignungsprüfung; Eignungstest
Abstract	Nonmainstream American English, or dialect, among children may have important implications for reading research and practice. However, much of the research involving relations between dialect and literacy has analyzed dialect use in only one context and has omitted students with speech, language, and learning disabilities. Consequently, we examined dialect use in an oral narrative and two writing samples in relation to concurrent and longitudinal reading outcomes in a diverse sample of students, including those with diagnosed disabilities. Overall, most students used features of dialect in oral and written language. Dialect use was significantly and negatively predictive of reading outcomes the same year and 2 years later. Moderator analyses indicated a similar relationship between dialect use and reading for students with speech, language, and learning disabilities, suggesting that students with these disabilities who also use dialect may be at increased risk for reading difficulties. Implications for practice and future research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11