Toward the Standardized Assessment of the Language of Disadvantaged Children

Severson, Roger A.; Guest, Kristin E.

doi:10.1016/b978-0-12-754850-0.50020-9

Cited by 8 publications

(7 citation statements)

References 43 publications

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“…However, the writings of Labov (1970), Baratz & Baratz (1970) and Giglioli (1972) and the specific criticisms of the use of the ITPA made by Severson & Guest (1970) and Waddell & Cahoon (1970) lead one to question the viability of the Auditory-Vocal-Social-Class hypothesis. Countering this doubt, these writers are all American and referring to a social class-cum-ethnic difference.…”

Section: Discussionmentioning

confidence: 96%

“…The proposition of different but equal was advanced, and the educational system blamed for failing to adapt to the requirements of a large proportion of its subscribers (Labov, 1970;Giglioli, 1972). The difference as opposed to deficit theory states that so-called culturally deprived subgroups are linguistically as able as the middle class, but that two types of language are involved of which only one is recognised and incorporated in assessment instruments and, as a consequence, members of subcultures inevitably appear to fail (Severson & Guest, 1970;Waddell & Cahoon, 1970).…”

mentioning

confidence: 98%

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Evidence of Long‐term Effects from Unsupplemented Nursery Education

Lewis

Garvey

1980

Educational Review

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Section: Discussionmentioning

confidence: 96%

mentioning

confidence: 98%

Evidence of Long‐term Effects from Unsupplemented Nursery Education

Lewis

Garvey

1980

Educational Review

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“…T h e Illinois Test of Psycholinguistic Abilities (ITPA) deserves special attention since it is now perhaps the most accepted standardized index of verbal ability. On that instrument, significant interstatus differences favoring higher status children have been obtained in large-scale studies reported by Deutsch (1965), Severson and Guest (1970), and Cicirelli,Granger,and Schemmel,(197 1).…”

Section: Verbal Response Style and Objective Test Scoresmentioning

confidence: 89%

The Status of Children's Intellectual Rights

Bikson

1978

Journal of Social Issues

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It is suggested that US. public education systematically denies children's intellectual rights, that the kinds of educational experiences to which they are subjected discourage curiosity, creativity, and active participatory (dialogic) learning, and that children are thereby being deprived of the right to be "autonomous inquirers in the community of inquirers." In the case of lower status children there is, beyond suppression of desirable intellectual outcomes, the active promotion of adverse ones. More significantly for societal concerns, however, it seems apparent that for all children public schooling sanctions a conforming style of self-presentation and a learning environment which does not and can not develop the kinds of competencies required of adults in a free society. Problems and impediments in the way of implementing change-educational reform focused on education-are noted.

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“…The use of standardised tests has led to confusion regarding accurate descriptions of the different language of the culturally different child. 40…”

Section: Tests Usedmentioning

confidence: 99%

“…It is inevitable that the race of E, as well as her age and authority, had an effect on the verbal output. 40 "... the power relationship in a one-to-one confrontation between adult and child are too asymmetrical." 24 This may have rendered the language more formal and possibly more concrete.…”

Section: Concreteness Of Languagementioning

confidence: 99%

Language of the English-speaking Coloured child

Milstein

1976

SAJCD

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The language deficient - language different controversy in the language of the Coloured child was investigated while at the same time examining Coloured English. The Ss comprised 20 nine-year old English speaking Coloured children, 9 boys and 11 girls. Language samples were obtained through direct questioning according to Halliday's language functions. From these samples, the non-standard language structures used by a significant number of the Ss were isolated, and examined. It was established that the Ss had competence for all these structures except that of relative sentences. Possible reasons for this were postulated. A sub-aim of the study was to compare the ratings of Coloured teachers and a group of speech therapists and university students of non-standard sentences used by the Ss. Based on the findings, several implications for speech therapy were discussed.

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Toward the Standardized Assessment of the Language of Disadvantaged Children

Cited by 8 publications

References 43 publications

Evidence of Long‐term Effects from Unsupplemented Nursery Education

Evidence of Long‐term Effects from Unsupplemented Nursery Education

The Status of Children's Intellectual Rights

Language of the English-speaking Coloured child

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