Dialect variation and reading: Is change in Nonmainstream american english use related to reading achievement in first and second grades?

Journal of Speech, Language, and Hearing Research

Volumn 55, Issue 1, 2012, Pages 55-69

  Terry, Nicole Patton ^a   Connor, Carol McDonald ^b   Petscher, Yaacov ^b   Conlin, Catherine Ross ^c  

^a HASKINS LABORATORIES   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

^c FLORIDA STATE UNIVERSITY   (United States)

Author keywords

Dialect; Nonmainstream american english; Reading

Indexed keywords

ARTICLE; CHILD; COMPARATIVE STUDY; EDUCATIONAL STATUS; FEMALE; HUMAN; LANGUAGE DEVELOPMENT; LEARNING; LINGUISTICS; LONGITUDINAL STUDY; MALE; READING; SOCIAL ENVIRONMENT; VERBAL BEHAVIOR;

CHILD; CHILD LANGUAGE; EDUCATIONAL STATUS; FEMALE; HUMANS; LANGUAGE DEVELOPMENT; LONGITUDINAL STUDIES; MALE; PSYCHOLINGUISTICS; READING; SOCIAL ENVIRONMENT; VERBAL BEHAVIOR; VERBAL LEARNING; VOCABULARY;

EID: 84857435269     PISSN: 10924388     EISSN: None     Source Type: Journal    
DOI: 10.1044/1092-4388(2011/09-0257)     Document Type: Article

References (61)

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7. Connor, C. M., Morrison, F. J., & Katch, P. (2007). A second chance in second grade? The independent and cumulative impact of first and second grade reading instruction and students' letter-word reading skill growth. Scientific Studies of Reading, 11, 199-233.
8. Craig, H. K., & Washington, J. A. (1994). The complex syntax skills of poor, urban, African-American preschoolers at school entry. Language, Speech, and Hearing Services in Schools, 25, 181-190.
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., Zhang, L., Hensel, S. L., & Quinn, E. J. (2009). African American English-speaking students: An examination of the relationship between dialect shifting and reading outcomes. Journal of Speech, Language, and Hearing Research, 52, 839-855.
11. Green, L. (2004). African American English: A linguistic introduction. Cambridge, England: Cambridge University Press.
12. Horton-Ikard, R., & Miller, J. (2004). It is not just the poor kids: The use of AAE forms by African-American schoolaged children from middle SES communities. Journal of Communication Disorders, 37, 467-487.
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14. Keenan, J. M., Betjemann, R. S., & Olson, R. K. (2008). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12, 281-300.
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17. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Department of Health and Human Services, Public Health Service, National Institutes of Health, National Institute of Child Health and Human Development.
18. 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.
19. Oetting, J., & McDonald, J. (2001). Nonmainstream dialect use and specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 207-223.
20. Petscher, Y., Connor, C. M., & Al Otaiba, S. (2012). Itemlevel psychometric analysis, vertical equating, and scaling of the Diagnostic Evaluation of Language Variation Assessment. Journal of Psychoeducational Assessment. Advance online publication. doi:10.1177/1534508411413760.
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23. Seymour, H., Roeper, T., & de Villiers, J. (2003). Diagnostic Evaluation of Language Variation-Screening Test. San Antonio, TX: Harcourt Assessment.
24. Siegel, J. (1999). Stigmatized and standardized varieties in the classroom: Interference or separation? TESOL Quarterly, 33, 701-728.
25. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
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27. Terry, N. P. (2010). Examining relationships among dialect variation and emergent literacy skills. Communication Disorders Quarterly. Advance online publication. doi:10.1177/1525740110368846.
28. 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.
29. Terry, N. P., & Scarborough, H. S. (2011). The phonological hypothesis as a valuable framework for studying the relation of dialect variation to early reading skills. In S. A. Brady, D. Braze, & C. A. Fowler (Eds.), Explaining individual differences in reading: Theory and evidence (pp. 97-120). New York, NY: Taylor & Francis Group.
30. Thompson, C., Craig, H., & Washington, J. (2004). Variable production of African American English across oracy and literacy contexts. Language, Speech, and Hearing Services in Schools, 35, 269-282.
31. Washington, J. A., & Craig, H. K. (1998). Socioeconomic status and gender influences on children's dialectal variations. Journal of Speech, Language, and Hearing Research, 41, 618-626.
32. Wolfram, W., & Schilling-Estes, N. (2006). American English (2nd ed.). Malden, MA: Blackwell.
33. Woodcock, R., McGrew, K., & Mather, N. (2001).Woodcock- Johnson Tests of Achievement-Third Edition.
34. Rolling Meadows, IL: Riverside Publishing. Connor, C. M., Morrison, F. J., Fishman, B. J., Schatschneider, C., & Underwood, P. (2007, January 26). The early years: Algorithm-guided individualized reading instruction. Science, 315, 464-465.
35. Connor, C. M., Morrison, F. J., & Katch, P. (2007). A second chance in second grade? The independent and cumulative impact of first and second grade reading instruction and students' letter-word reading skill growth. Scientific Studies of Reading, 11, 199-233.
36. Craig, H. K., & Washington, J. A. (1994). The complex syntax skills of poor, urban, African-American preschoolers at school entry. Language, Speech, and Hearing Services in Schools, 25, 181-190.
37. Craig, H. K., & Washington, J. A. (2004). Grade relatedchanges in the production of African American English. Journal of Speech, Language, and Hearing Research, 47, 450-463.
38. Craig, H. K., Zhang, L., Hensel, S. L., & Quinn, E. J. (2009). African American English-speaking students: An examination of the relationship between dialect shifting and reading outcomes. Journal of Speech, Language, and Hearing Research, 52, 839-855.
39. Green, L. (2004). African American English: A linguistic introduction. Cambridge, England: Cambridge University Press.
40. Horton-Ikard, R., & Miller, J. (2004). It is not just the poor kids: The use of AAE forms by African-American schoolaged children from middle SES communities. Journal of Communication Disorders, 37, 467-487.
41. Jackson, S., Renn, J., Van Hofwegen, J., & Wolfram, W. (2009, November). The development of African American English in childhood and adolescence. Paper presented at the annual meeting of the American Speech-Language-Hearing Association, New Orleans, LA.
42. Keenan, J. M., Betjemann, R. S., & Olson, R. K. (2008). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12, 281-300.
43. Labov, W. (1972). Language in the inner city: Studies in the Black English vernacular. Philadelphia, PA: University of Pennsylvania Press.
44. National Early Literacy Panel. (2009). Developing early literacy: Report of the National Early Literacy Panel. Jessup, MD: National Center for Family Literacy, the National Institute for Literacy, U.S. Department of Health and Human Services.
45. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Department of Health and Human Services, Public Health Service, National Institutes of Health, National Institute of Child Health and Human Development.
46. 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.
47. Oetting, J., & McDonald, J. (2001). Nonmainstream dialect use and specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 207-223.
48. Petscher, Y., Connor, C. M., & Al Otaiba, S. (2012). Itemlevel psychometric analysis, vertical equating, and scaling of the Diagnostic Evaluation of Language Variation Assessment. Journal of Psychoeducational Assessment. Advance online publication. doi:10.1177/1534508411413760.
49. Raudenbush, S.W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
50. Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 97-110). New York, NY: Guilford Press.
51. Seymour, H., Roeper, T., & de Villiers, J. (2003). Diagnostic Evaluation of Language Variation-Screening Test. San Antonio, TX: Harcourt Assessment.
52. Siegel, J. (1999). Stigmatized and standardized varieties in the classroom: Interference or separation? TESOL Quarterly, 33, 701-728.
53. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
54. Spira, E. G., Bracken, S. S., & Fischel, J. E. (2005). Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 41, 225-234.
55. Terry, N. P. (2010). Examining relationships among dialect variation and emergent literacy skills. Communication Disorders Quarterly. Advance online publication. doi:10.1177/1525740110368846.
56. 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.
57. Terry, N. P., & Scarborough, H. S. (2011). The phonological hypothesis as a valuable framework for studying the relation of dialect variation to early reading skills. In S. A. Brady, D. Braze, & C. A. Fowler (Eds.), Explaining individual differences in reading: Theory and evidence (pp. 97-120). New York, NY: Taylor & Francis Group.
58. Thompson, C., Craig, H., & Washington, J. (2004). Variable production of African American English across oracy and literacy contexts. Language, Speech, and Hearing Services in Schools, 35, 269-282.
59. Washington, J. A., & Craig, H. K. (1998). Socioeconomic status and gender influences on children's dialectal variations. Journal of Speech, Language, and Hearing Research, 41, 618-626.
60. Wolfram, W., & Schilling-Estes, N. (2006). American English (2nd ed.). Malden, MA: Blackwell.
61. Woodcock, R., McGrew, K., & Mather, N. (2001).Woodcock- Johnson Tests of Achievement-Third Edition. Rolling Meadows, IL: Riverside Publishing.