Changing Nonmainstream American English Use and Early Reading Achievement from Kindergarten to First Grade

Autor/inn/en	Terry, Nicole Patton; Connor, Carol McDonald
Titel	Changing Nonmainstream American English Use and Early Reading Achievement from Kindergarten to First Grade
Quelle	In: American Journal of Speech-Language Pathology, 21 (2012) 1, S.78-86 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2011/10-0093)
Schlagwörter	Early Reading; Beginning Reading; Reading Achievement; Phonological Awareness; Kindergarten; Vocabulary Skills; Reading Skills; Grade 1; North American English; Language Usage; Sociolinguistics; Language Acquisition; Cognitive Structures; Longitudinal Studies; Receptive Language; Regression (Statistics); Emergent Literacy; Dialects; Measures (Individuals); Achievement Gains; Achievement Tests + Suchen Sie Ihr Suchwort? Frühlesen; Erstleseunterricht; Leseleistung; Aktiver Wortschatz; Reading skill; Lesefertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Amerikanisches Englisch; Sprachgebrauch; Soziolinguistik; Sprachaneignung; Spracherwerb; Cognitive structure; Kognitive Struktur; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rezeptive Kommunikationsfähigkeit; Regression; Regressionsanalyse; Frühleseunterricht; Dialect; Dialekt; Messdaten; Achievement gain; Leistungssteigerung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Purpose: This study had 2 principal aims: (a) to examine whether children who spoke Nonmainstream American English (NMAE) frequently in school at the end of kindergarten increased their production of Mainstream American English (MAE) forms by the end of first grade, and (b) to examine concurrent and predictive relations between children's NMAE use and reading skills. Method: A longitudinal design was implemented with 49 children who varied in their spoken NMAE production in kindergarten. Word reading, phonological awareness, and receptive vocabulary skills were measured at both time points. Results: Analyses indicated that most children significantly increased their production of MAE forms between the 2 time points; however, this change was not associated with change in letter-word reading and phonological awareness skills. Regression analyses showed that NMAE use in kindergarten contributed significantly and independently to the variance in word reading in first grade, even after accounting for phonological awareness (although word reading in kindergarten was the best predictor of word reading in first grade). Conclusions: The findings extend previous reports of a significant relation between NMAE use and reading among young children. Theoretical, research, and educational implications of the findings are discussed. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://ajslp.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10