Theory-Based Approaches to Language Instruction for Primary School Poor Readers Who Speak Nonmainstream American English

Gatlin-Nash, Brandy; Terry, Nicole Patton

doi:10.1007/978-3-030-80072-7_20

Cited by 2 publications

(2 citation statements)

References 14 publications

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“…Being able to focus on language instruction, using appropriate terminology and strategies to teach concepts within the domains of language will assist teachers providing in targeted intervention and intervention for all students who are struggling. In a recent pilot study (Gatlin-Nash & Terry, 2022), second-and third-grade African American students with below average reading scores and high frequency of nonmainstream dialect use participated in 4 weeks of intervention that varied in explicit emphasis on language instruction. The results demonstrated that students who participated in language instruction that included both explicit instruction on dialect-shifting between NMAE and MAE forms and morphological awareness showed growth in both skills.…”

Section: Recommendation 2: Address Language Variation Within Language...mentioning

confidence: 99%

“…Very few intervention studies exist that explicitly address nonmainstream dialects with literacy skills as outcomes of interest (Gatlin-Nash & Terry, 2022;Johnson et al, 2017). Likewise, it appears that no intervention studies exist on professional development for preservice or inservice teachers on nonmainstream dialects and student literacy outcomes, which would provide evidence for causal relations between teacher knowledge of language variation and student achievement.…”

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confidence: 99%

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Addressing the Needs of Nonmainstream Dialect Speakers With Learning Disabilities

Gatlin-Nash

Chow

Evans

2022

Intervention in School and Clinic

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Children who speak with nonmainstream American English (NMAE) dialects represent a growing population in the U.S. public school system. This article provides recommendations for how teacher educators can support novice teachers in addressing the needs of NMAE speakers with or at risk for learning disabilities. This article focuses on four core recommendations that teacher educators and other practitioners can learn from and apply in teacher preparation coursework to support the learning outcomes and needs of NMAE dialect speakers. These include (a) basic instruction on and descriptions of language variation in reading methods courses, (b) addressing language variation within the core areas of language development, (c) guidance for novice teachers to critically examine reading and literacy theories to plan instruction, and (d) collaboration across disciplines to encourage interdisciplinary partnerships with other school personnel.

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Section: Recommendation 2: Address Language Variation Within Language...mentioning

confidence: 99%

mentioning

confidence: 99%

Addressing the Needs of Nonmainstream Dialect Speakers With Learning Disabilities

Gatlin-Nash

Chow

Evans

2022

Intervention in School and Clinic

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View full text Add to dashboard Cite

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High school foundational skills intervention in context: Lessons from a research–practice partnership in an urban district

Reynolds,

Kemper,

Collette

2024

J Adolescent & Adult Lit

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While adolescent foundational skills interventions can be critical levers for reading improvement, district leaders, teachers, and researchers must make complex decisions about how to evaluate their effectiveness in context. In this discussion article, we explore three issues and tensions we experienced during a 2‐year research–practice partnership overhauling Tier II high school reading intervention practices in a district serving largely African American students. First, we discuss assessment and the challenges of using data and reading theory to simultaneously address system‐level and student‐level needs. Second, we share our process for choosing a curriculum and evaluating its effectiveness. Finally, we weigh how students' African American English may have been related to program implementation and foundational skills development. We share our takeaways to help practitioners and researchers seeking systematic foundational skills improvement across a district, especially districts like ours.

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Theory-Based Approaches to Language Instruction for Primary School Poor Readers Who Speak Nonmainstream American English

Cited by 2 publications

References 14 publications

Addressing the Needs of Nonmainstream Dialect Speakers With Learning Disabilities

Addressing the Needs of Nonmainstream Dialect Speakers With Learning Disabilities

High school foundational skills intervention in context: Lessons from a research–practice partnership in an urban district

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