A Preliminary Investigation of Second- and Fourth-Grade African American Students' Performance on the Gray Oral Reading Test-Fourth Edition

Autor/inn/en	Champion, Tempii B.; Rosa-Lugo, Linda I.; Rivers, Kenyatta O.; McCabe, Allyssa
Titel	A Preliminary Investigation of Second- and Fourth-Grade African American Students' Performance on the Gray Oral Reading Test-Fourth Edition
Quelle	In: Topics in Language Disorders, 30 (2010) 2, S.145-153 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
Schlagwörter	African American Students; Speech Communication; Investigations; Language Variation; Oral Reading; Reading Achievement; Reading Tests; Screening Tests; Reading Skills; North American English; Language Research; Black Dialects; Language Usage; Language Tests; Scores; Correlation; Literacy; Comparative Analysis; Gray Oral Reading Test + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Untersuchung; Sprachenvielfalt; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Leseleistung; Lesetest; Screening-Verfahren; Reading skill; Lesefertigkeit; Amerikanisches Englisch; Sprachforschung; Sprachgebrauch; Language test; Sprachtest; Korrelation; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	Purpose: Research has established that African American (AA) children are lagging behind other children in their reading skills. A number of factors have been proposed to account for the literacy gap; however no single factor has entirely explained this disparity. This investigation examined the appropriateness of the Gray Oral Reading Test-Fourth Edition (GORT-4) for identifying the oral reading proficiency skills of African American English (AAE)-speaking children in the second and fourth grades by comparing their reading skills with their levels of dialect usage as measured by the Diagnostic Evaluation of Language Variation-Screening Test (DELV-ST). Method: The DELV-ST and the GORT-4 were used to assess 33 typically developing AA students in second and fourth grades. The scores were analyzed to evaluate associations between the two measures. Results: Results of the DELV-ST indicated that the majority of the participants were AAE-speaking children. The participants also scored below the mean for the normative sample on the GORT-4. A statistically significant correlation was found between the participants' DELV-ST scores (higher scores represent less variation from mainstream American English; lower scores represent more variation and higher AAE usage) and participants' performance on the GORT-4 comprehension subtest, as well as a significant correlation between their grade level and performance on the GORT-4, in particular between the rate subtest and grade. Findings are discussed in terms of using the GORT-4 with caution by professionals in determining the reading skills of AA children who speak AAE. There could be some value in using the GORT with AAE-speaking children even though they may score lower on it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10