Dialect Variation and Reading: Is Change in Nonmainstream American English Use Related to Reading Achievement in First and Second Grades?

Autor/inn/en	Terry, Nicole Patton; Connor, Carol McDonald; Petscher, Yaacov; Conlin, Catherine Ross
Titel	Dialect Variation and Reading: Is Change in Nonmainstream American English Use Related to Reading Achievement in First and Second Grades?
Quelle	In: Journal of Speech, Language, and Hearing Research, 55 (2012) 1, S.55-69 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petscher, Yaacov) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2011/09-0257)
Schlagwörter	Reading Comprehension; Oral Language; Reading Achievement; Educational Practices; Grade 2; Reading Skills; Grade 1; Language Skills; North American English; English (Second Language); Dialects; Correlation; Longitudinal Studies; Elementary School Students; Reading Tests; Language Usage + Suchen Sie Ihr Suchwort? Leseverstehen; Oral interpretation; Mündlicher Sprachgebrauch; Leseleistung; Bildungspraxis; School year 02; 2. Schuljahr; Schuljahr 02; Reading skill; Lesefertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Language skill; Sprachkompetenz; Amerikanisches Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Dialect; Dialekt; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lesetest; Sprachgebrauch
Abstract	Purpose: In this study, we examined (a) whether children who spoke Nonmainstream American English (NMAE) frequently in school at the beginning of 1st grade increased their use of Mainstream American English (MAE) through the end of 2nd grade, and whether increasing MAE use was associated with (b) language and reading skills and school context and (c) greater gains in reading skills. Method: A longitudinal design was implemented with 49 children who spoke NMAE moderately to strongly. Spoken production of NMAE forms, word reading, and reading comprehension were measured at the beginning, middle, and end of 1st and 2nd grades. Various oral language skills were also measured at the beginning of 1st grade. Results: Results indicate that most children increased their MAE production during 1st grade and maintained these levels in 2nd grade. Increasing MAE use was predicted by children's expressive vocabulary and nonword repetition skills at the beginning of 1st grade. Finally, the more children increased their MAE production, the greater were their reading gains from 1st grade through 2nd grade. Conclusions: The findings extend previous reports of a significant association between NMAE use and specific reading skills among young children and have implications for theory, educational practice, and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10