Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Academic Achievement | 1 |
| African American Students | 1 |
| Black Dialects | 1 |
| Code Switching (Language) | 1 |
| Elementary School Students | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Intervention | 1 |
| Morphology (Languages) | 1 |
| Phonological Awareness | 1 |
Source
| Journal of Negro Education | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Intermediate Grades | 1 |
| Primary Education | 1 |
Audience
Location
| North Carolina | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkHolt, Yolanda; Méndez, Lucía I.; Mills, Monique T.; O'Brien, Kevin F. – Journal of Negro Education, 2021
The linguistic awareness/flexibility hypothesis posits that children with better metalinguistic knowledge have improved reading related academic performance. To date, no research has analyzed the effect of morphological or phonological interventions on improving metalinguistic competence for nonstandard dialect users. Sixteen typically developing…
Descriptors: Phonological Awareness, Morphology (Languages), Intervention, African American Students
