Familiarity With School English in African American Children and Its Relation to Early Reading Achievement

Charity, Anne H.; Scarborough, Hollis S.; Griffin, Darion M.

doi:10.1111/j.1467-8624.2004.00744.x

Cited by 168 publications

(165 citation statements)

References 27 publications

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“…Two separate studies (Craig, Thompson, Washington, & Potter, 2004;Craig, Zhang, Hensel, & Quinn, 2009) used a subsample of a larger study , but investigated different outcomes, and these three were combined to form one study. Another three studies provided outcomes disaggregated by grade level (Charity, Scarborough, & Griffin, 2004, Grades K-2; Kohler et al, 2007, Grades 1 and 3; Terry, 2006, Grades 1-3), resulting in a total of 20 observed study effect sizes. From these studies, 75 outcome effect sizes were coded: 59 for reading and 16 for writing and spelling; a simple mean was computed for the study's overall effect size.…”

Section: Description Of Studiesmentioning

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: Description Of Studiesmentioning

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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“…AAE and SAE are not distinguished by the absence or presence of specific features, but rather by the frequency and contexts in which these forms occur. Further, African American children vary in the density of AAE features produced in their speech, which is associated with gender and socioeconomic status (Charity, Scarborough, & Griffin, 2004;Washington, Craig, & Kushmaul, 1998).…”

Section: Introductionmentioning

confidence: 99%

Relations Between Dialect Variation, Grammar, and Early Spelling Skills

Terry

2006

Read Writ

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Relationships among African American English (AAE), linguistic knowledge, and spelling skills were examined in a sample of 92 children in grades one through three whose speech varied in the frequency of morphosyntactic AAE features. Children were separated into groups of high (AAE speakers) and low (standard American English, SAE, speakers) use of AAE features in speech, and asked to produce, recognize, and spell four inflected grammatical morphemes because variable omission of these endings in speech is a morphosyntactic characteristic of AAE. The groups differed in their spelling and elicited spoken production of inflections, but not recognition of these forms. AAE speakers omitted the inflections more often at each grade. Density of morphosyntactic AAE features in speech was related directly to spelling inflections, but this effect was mediated by children's understanding of standard grammatical forms.

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“…The awareness of and representation of speech sounds with graphemes, awareness and representation of morpho-syntactic structures in spelling, and awareness and use of standard word and sentence forms each depend on the development of specific linguistic awarenesses (Bryant, Nunes, & Bindman, 2000) as well as, perhaps, a non-specific level of metalinguistic awareness that supports such skills as intrinsic and automatic comparison of dialects (Charity et al, 2004). As a tool to develop linguistic awareness, many applied linguists recommend that teachers teach students to contrast formal and informal grammatical patterns as part of writing instruction (e.g., Wheeler & Sword, 2004).…”

Section: Discussionmentioning

confidence: 98%

“…Recently it has also been demonstrated that young children who speak African American Vernacular English (AAVE) and who are less familiar with the forms of standard school English, as measured by a sentence repetition task, have more difficulty acquiring beginning reading skills (Charity, Scarborough, & Griffin, 2004) than classmates who can demonstrate greater familiarity with standard academic English. Dialect characteristics measured by the sentence repetition task included: consonant substitutions for /th/; omission or reduction of a consonant cluster; omission of a single consonant; omission or substitution of forms of the verb ''to be'', omission of verb tense inflection; omission of reflexive pronoun or change of pronoun; substitution of none or no for any; and substitution of a for an.…”

Section: Comprehension and Production Of Written Languagementioning

confidence: 98%

How Quality of Writing Instruction Impacts High-risk Fourth Graders’ Writing

2006

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From a larger longitudinal study of 610 fourth graders in 17 inner city schools, 40 students were randomly selected from 10 classrooms rated high (i.e., top quartile) or low (i.e., bottom quartile) in quality of writing instruction in grades 3 and 4. The written compositions of these students were scored in three ways: (1) according to a rating scale within a reliable scoring rubric, (2) according to countable surface features such as words correctly sequenced, and (3) according to the frequency of specific phonological, morphosyntactic, and orthographic errors in the children's writing. A multivariate analysis of variance was conducted to examine whether quality of writing instruction in grades 3 and 4 predicted students' writing performance at the end of grade 4. Students who received high quality instruction in fourth grade wrote longer compositions with more correctly spelled words than those who had poor quality writing instruction. There was a tendency for two years of quality instruction to be better than one, and, among students who had poor quality instruction in grade 3, compositions were longer in grade 4 when they received quality instruction in fourth grade. Foundational problems of language formulation, production and representation, however, were ubiquitous across the sample. Although these students were within the average range on standardized reading tests, spelling and writing were not developing at average levels. The study confirms the urgent need for more and better writing instruction for high risk, minority children.

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Familiarity With School English in African American Children and Its Relation to Early Reading Achievement

Cited by 168 publications

References 27 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

Relations Between Dialect Variation, Grammar, and Early Spelling Skills

How Quality of Writing Instruction Impacts High-risk Fourth Graders’ Writing

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