Relations Between Dialect Variation, Grammar, and Early Spelling Skills

Terry, Nicole Patton

doi:10.1007/s11145-006-9023-0

Cited by 44 publications

(32 citation statements)

References 20 publications

(30 reference statements)

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“…In instances in which studies reported comparisons between multiple independent subgroups or reported correlations between dialect use and literacy for separate subgroups within the study, separate effect sizes for each group were computed and entered into the meta-analysis. For example, Terry (2006) reported group means and standard deviations on outcomes for students who spoke AAE and students who spoke SAE separately for Grades 1, 2, and 3 in word identification and spelling, resulting in a total of six computed effect sizes. In rare instances in which students' frequency of SAE (as opposed to frequency of NMAE) use was used as the independent variable with the literacy outcome as the dependent variable, in order to maintain consistency in the calculation of the effect sizes, the correlation coefficient signs were reversed.…”

Section: Effect Size Calculations and Data Analysismentioning

confidence: 99%

Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis

Gatlin

Wanzek

2015

J Speech Lang Hear Res

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Purpose: The current meta-analysis examines recent empirical research studies that have investigated relations among dialect use and the development and achievement of reading, spelling, and writing skills. Method: Studies published between 1998 and 2014 were selected if they: (a) included participants who were in Grades K-6 and were typically developing native English speakers, (b) examined a concurrent quantitative relationship between dialect use and literacy, including reading, spelling, or writing measures, and (c) contained sufficient information to calculate effect size estimates. Results: Upon the removal of one study that was found to be an outlier, the full sample included 19 studies consisting of 1,947 participants, of which the majority (70%) were African American. The results showed a negative and moderate relationship between dialect use and overall literacy performance (M effect size = −0.33) and for dialect and reading (M effect size = −0.32). For spelling and writing, the relationship was negative and small (M effect size = −0.22). Moderator analyses revealed that socioeconomic status and grade level were not significant predictors for relations among dialect use and literacy skills. Conclusions: Implications for practice and future research, including analyzing dialect use in a variety of contexts and examining these relations to literacy outcomes, are discussed.

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Section: Effect Size Calculations and Data Analysismentioning

confidence: 99%

Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis

Gatlin

Wanzek

2015

J Speech Lang Hear Res

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“…Because African American students were generally lower in oral language skills in comparison to their non-African American classmates, our results also suggest further investigation into the role that AAE plays in the development of early oral language and literacy skills. Recent studies have investigated AAE and other forms of Nonmainstream American English (NMAE; e.g., Connor & Craig, 2006; Oetting & Newkirk, 2011; Terry, 2006), and its relation to early literacy achievement (e.g., Ortiz et al, 2012; Terry et al, 2012; Terry et al, 2010), noting the complexity of the relationship between dialect use and literacy development. The ability to dialect shift from NMAE to MAE in various literacy contexts may be a unique predictor of literacy skills or it may be an oral language skill itself, more specifically, a metalinguistic skill (Connor & Craig, 2006; Terry, 2012), that contributes to the development of reading skills (Craig et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?

Gatlin

Wanzek

Otaiba

2015

Reading & Writing Quarterly

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Understanding differences in oral language abilities is vital, particularly for children from low-income homes and minority children who are at an increased risk for academic failure because of differences or deficits in language use or exposure before they enter school. The purpose of this study was to investigate oral language performance, including receptive and expressive vocabulary, grammar, and sentence imitation, among a diverse group of kindergarten students (n = 503). Using hierarchical linear modeling, we examined the contributions of student race, African American or non-African American, student socioeconomic status (SES), and schoolwide SES to oral language performance. In separate analyses, we found significant absolute effects of both race and individual SES. However, when analyzed simultaneously, only race was a significant predictor for all measures. We also found that both identification as African American and schoolwide SES were significant predictors of oral language performance. We discuss implications for practice and future research.

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“…Patton Terry (2006) made the above statement in the context of her research on the relation between African American English (AAE) and Standard American English in learning literacy, but it may be applied to other situations in which the norms of a spoken variety differ considerably from the norms of the written (standard) variety taught in schools. She elaborates on this statement by stating that this dissimilarity between the spoken variety and the written variety may be the cause of poor academic achievement.…”

Section: In-and Out-of-school Language Abilitiesmentioning

confidence: 99%

A Narrative Enrichment Programme in Literacy Development of Afrikaans Grade 3 Learners in Monolingual Rural Schools

Brand

2016

SPILPLUS

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This study is motivated by existing information on the discontinuity between home literacy practices and school literacy expectations of learners who typically speak a local variety of their mother tongue which differs in various ways from the standardised language of learning and teaching (LoLT). In this particular case, the study refers to Afrikaans as a home language and language in education. These learners typically perform below par on standardised South African literacy tests such as the Annual National Assessment (ANA) and the Systemic Evaluation Test. They show delayed achievement of literacy milestones, higher school dropout rates and less achievement of access to higher learning opportunities (Lahire 1995;Siegel 2007). In the present study, a two-part Narrative Enrichment Programme was introduced. The first part provided learners with an enriched reading, listening and writing environment in which they could engage with novel stories and work towards producing their own little books. The second part of the programme consisted of supporting exercises that addressed narrative structure issues that arose in the course of the first part. Specifically, exercises of picture sequencing, picture-sentence matching and an exercise called "Beginning, Middle and End" were used to assess how learners recount the various narrative components and the chronology.

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Relations Between Dialect Variation, Grammar, and Early Spelling Skills

Cited by 44 publications

References 20 publications

Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis

Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis

An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?

A Narrative Enrichment Programme in Literacy Development of Afrikaans Grade 3 Learners in Monolingual Rural Schools

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