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How African American English-Speaking First Graders Segment and Rhyme Words and Nonwords with Final Consonant Clusters
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Shollenbarger, Amy J.; Robinson, Gregory C.; Taran, Valentina; Choi, Seo-eun – Language, Speech, and Hearing Services in Schools, 2017
Purpose: This study explored how typically developing 1st grade African American English (AAE) speakers differ from mainstream American English (MAE) speakers in the completion of 2 common phonological awareness tasks (rhyming and phoneme segmentation) when the stimulus items were consonant-vowel-consonant-consonant (CVCC) words and nonwords.…
Descriptors: Grade 1, Elementary School Students, African American Students, Black Dialects
Dialect Variation and Reading: Is Change in Nonmainstream American English Use Related to Reading Achievement in First and Second Grades?
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Terry, Nicole Patton; Connor, Carol McDonald; Petscher, Yaacov; Conlin, Catherine Ross – Journal of Speech, Language, and Hearing Research, 2012
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…
Descriptors: Reading Comprehension, Oral Language, Reading Achievement, Educational Practices
Changing Nonmainstream American English Use and Early Reading Achievement from Kindergarten to First Grade
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Terry, Nicole Patton; Connor, Carol McDonald – American Journal of Speech-Language Pathology, 2012
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…
Descriptors: Early Reading, Beginning Reading, Reading Achievement, Phonological Awareness
Non-Mainstream American English and First Grade Children's Language and Reading Skills Growth
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Conlin, Catherine Ross – ProQuest LLC, 2009
The evidence of a general achievement gap, and more specifically, a reading gap between African American students and White students is a well documented and alarming phenomenon (Chatterji, 2006; Darling-Hammond, 2004, 2007; Darling-Hammond, Holtzman, Gatlin & Heilig, 2005; Fishback & Baskin, 1991; Jencks & Phillips, 1998; Haycock, 2001;…
Descriptors: Achievement Gap, African American Students, African American Children, Test Bias