The Phonological hypothesis as a valuable framework for studying the relation of dialect variation to early reading skills

Explaining Individual Differences in Reading: Theory and Evidence

Volumn , Issue , 2011, Pages 97-117

  Terry, Nicole Patton ^a,b   Scarborough, Hollis S ^b  

^a GEORGIA STATE UNIVERSITY   (United States)

^b HASKINS LABORATORIES   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84856755490     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203817964     Document Type: Chapter

References (53)

1. Baratz, J. C. (1969). Teaching reading in an urban Negro school system. in J. C. Baratz & R. W. Shuy (Eds.), Language differences: Do they interfere?(pp. 92-116). Newark, DE: International Reading Association.
2. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
3. Brady, S. A., Fowler, A. E., Stone, B., & Winbury, N. (1994). Training phonological awareness: A study with inner-city kindergarten children. Annals of Dyslexia, 44, 26-59.
4. Brady, S. A., Poggie, E., & Rapala, M. M. (1989). Speech repetition abilities in children who differ in reading skill. Language & Speech, 32(2), 109-122.
5. Charity, A. H. (2008). African American English: An overview. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 15, 33-2.
6. Charity, A. H., Scarborough, H. S., & Griffin, D. M. (2004). Familiarity with school English in African American children and its relation to early reading achievement. Child Development, 75(5), 1340-1356.
7. Connor, C. M. (2008). Language and literacy connections for children who are African American. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 15, 43-53.
8. Connor, C. M., & Craig, H. K. (2006). African American preschoolers' language, emergent literacy skills, and use of African American English: A complex relation. Journal of Speech, Language, and Hearing Research, 49, 771-792.
9. Craig, H. K., & Washington, J. A. (2004). Grade related changes in the production of African American English. Journal of Speech, Language, and Hearing Research, 47,450-463.
10. Craig, H. K., & Washington, J. A. (2006). Malik goes to school: Examining the language skills of African American students from preschoolSth grade. Mahwah, NJ: Lawrence Erlbaum Associates.
11. Driessen, G., & Withagen, V. (1999). Language varieties and educational achievement of indigenous primary school pupils. Language, Culture, and Curriculum, 12(1), 1-22.
12. Ehri, C, Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36(3), 250-287.
13. Elbro, C, Borstrom, I., & Petersen, D. K. (1998). Predicting dyslexia from kindergarten: The importance of distinctness of phonological representations of lexical items. Reading Research Quarterly, 33, 36-61.
14. Fogel, H., & Ehri, L. C. (2000). Teaching elementary students who speak Black English to write in standard English: Effects of dialect transformation practice. Contemporary Educational Psychology, 25, 212-235.
15. Fowler, A. E. (1991). How early phonological development might set the stage for phoneme awareness. in S. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman(pp. 97-118). Hillsdale, NJ: Lawrence Erlbaum Associates.
16. Fowler, A. E., & Swainson, B. (2004). Relationships of naming skills to reading, memory, and receptive vocabulary: Evidence for imprecise phonological representations of words by poor readers. Annals of Dyslexia, 54, 247-280.
17. Garn-Nunn, P. G., & Perkins, L. (1999). Appalachian English and standardized language testing: Rationale and recommendations for test adaptation. Contemporary Issues in Communication Science and Disorders, 26, 150-159.
18. Goodglass, H., Kaplan, E. E, & Weintraub, S. (1983). The Revised Boston Naming Test. PA: Lea & Febiger.
19. Goodman, K. S. (1969). Dialect barrier to reading comprehension. in J. Baratz & R. W. Shuy (Eds.), Language differences: Do they interfere?(pp. 14-28). Newark, DE: International Reading Association.
20. Green, L. J. (2004). African American English: A linguistic introduction. Cambridge, U.K.: Cambridge University Press.
21. Gutierrez-Clellen, V. E, & Simon-Cereijido, G. (2007). The discriminant accuracy of a grammatical measure with Latino English-speaking children. Journal of Speech, Language, and Hearing Research, 50, 968-981.
22. Hirschfield, L. A. (1989). Discovering linguistic differences: Domain specificity and the young child's awareness of multiple languages. Human Development, 32, 223-236.
23. Horton-Ikard, R., & Miller, J. (2004). It is not just the poor kids: The use of AAE forms by African-American school-aged children from middle SES communities. Journal of Communication Disorders, 57(6), 467-87.
24. Kohler, C. T., Bahr, R. H., Silliman, E. R., Bryant, J. B., Apel, K., & Wilkinson, L. C. (2007). African American English dialect and performance on nonword spelling and phonemic awareness tasks. American Journal of Speech-Language Pathology, 16, 157-168.
25. Kuczaj, S. A., II, & Harbaugh, B. (1982). What children think about the speaking capabilities of other persons and things. in S. A. Kuczaj, II (Ed.), Language development: Vol. 2. Language, thought, and culture(pp. 211-227). Hillsdale, NJ: Lawrence Erlbaum.
26. Labov, W. (1995). Can reading failure be reversed: A linguistic approach to the question. in V. L. Gadsden & D. A. Wagner (Eds.), Literacy among African-American youth: Issues in learning, teaching, and schooling(pp. 39-68). Cresskill, NJ: Hampton Press, Inc.
27. Labov, W., Ash, S., & Boberg, C. (2006). Atlas of North American English: Phonology and phonetics. Berlin: Mouton/de Gruyter.
28. LeMoine, N. R. (2001). Language variation and literacy acquisition in African American students. in J. L. Harris, A. G. Kamhi, & K. E. Pollock (Eds.), Literacy in African American communities(pp. 169-194). Mahwah, NJ: Lawrence Erlbaum Associates.
29. Metsala, J. L., & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. in J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy(pp. 89-120). Mahwah, NJ: Lawrence Erlbaum Associates.
30. National Reading Panel (2000). Teaching children to read: Reports of the subgroups. Washington, DC: National Institutes of Health.
31. Oetting, J., & Garrity, A. (2006). Variation within dialects: A case of Cajun marking within child SAAE and SWE. Journal of Speech, Language, and Hearing Research, 49,16-26.
32. Oetting, J., & McDonald, J. (2001). Nonmainstream dialect use and specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 207-223.
33. Pearson, B. Z., Velleman, S. L., Bryant, T. J., & Charko, T. (2009). Phonological milestones for African American English-speaking children learning mainstream American English as a second dialect. Language, Speech, and Hearing Services in Schools, 40(3), 229-244.
34. Rodekohr, R. K., & Haynes, W. O. (2001). Differentiating dialect from disorder: A comparison of two processing tasks and a standardized language test. Journal of Communication Disorders, 34, 255-272.
35. Saiegh-Haddad, E. (2003). Linguistic distance and initial reading acquisition: The case of Arabic diglossia. Applied Psycholinguistics, 24, 431-51.
36. Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In: B. K. Shapiro, P. J. Accardo, & A. J. Capute (Eds.), Specific reading disability: A view of the spectrum(pp. 75-119). Timonium, MD: York Press.
37. Scarborough, H. S., & Brady, S. A. (2002). Toward a common terminology for talking about speech and reading: A glossary of the –phon— words and some related terms. Journal of Literacy Research, 34, 299-334.
38. Shuy, R. W. (1969). A linguistic background for developing beginning reading materials for Black children. in J. Baratz & R. W. Shuy (Eds.), Language differences: Do they interfere?(pp. 117-137). Newark, DE: International Reading Association.
39. Siegel, J. (2007). Creoles and minority dialects in education: An update. Language and Education, 21(1), 66-86.
40. Swan, D., & Goswami, U. (1997a). Picture naming deficits in developmental dyslexia: The phonological representations hypothesis. Brain and Language, 46, 334-353.
41. Swan, D., & Goswami, U. (1997b). Phonological awareness deficits in developmental dyslexia and the phonological representations hypothesis. Journal of Experimental Child Psychology, 66, 18-41
42. Terry, N. P. (2006). Relations between dialect variation, grammar, and early spelling skills. Reading and Writing, 19, 907-931.
43. Terry, N. P. (2008). Addressing African American English in early literacy assessment and instruction. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 15, 54–61.
44. Terry, N.P., Connor, C. M., Thomas-Tate, S., & Love, M. (2010). Examining relationships among dialect variation, literacy skills, and school context in first grade. Journal of Speech, Language, and Hearing Research, 53, 126-145.
45. Thompson, C. A., Craig, H. K., & Washington, J. A. (2004). Variable production of African American English across oracy and literacy contexts. Language, Speech, and Hearing Services in Schools, 35, 269-282.
46. Tunmer, W. E., Pratt, C, & Herriman, M. L. (1984). Metalinguistic awareness in children: Theory, research, and implications. New York: Springer-Verlag.
47. Washington, J. A., & Craig, H. K. (1998). Socioeconomic status and gender influences on children's dialectal variation. Journal of Speech, Language, and Hearing Research, 41, 618-626.
48. Washington, J. A., & Craig, H. K. (2001). Reading performance and dialectal variation. in J. L. Harris, A. G. Kamhi, & K. E. Pollock (Eds.), Literacy in African American communities(pp. 147-168). Mahwah, NJ: Lawrence Erlbaum Associates.
49. Washington, J. A., & Craig, H. K. (2002). Morphosyntactic forms of African American English used by young children and their caregivers. Applied Psycholinguistics, 23, 209-232.
50. Wheeler, R. S., & Swords, R. (2006). Code-switching: Teaching standard English in urban classrooms. Urbana, IL: National Council of Teachers of English.
51. Wolfram, W., Adger, C. T., & Christian, D. (1999). Dialects in schools and communities. Mahwah, NJ: Lawrence Erlbaum Associates.
52. Wolfram, W, & Schilling-Estes, N. (2006). American English (2nd ed.). Maiden, MA: Blackwell. Woodcock, R., McGrew, K., & Mather, N. (2001). Woodcock-Johnson Tests of Achievement(3rd ed.). Rolling Meadows, IL: Riverside Publishing.
53. Yiakoumetti, A. (2007). Choice of classroom language in bidialectal communities: To include or to exclude the dialect? Cambridge Journal of Education, 57(1), 51-66.