ERIC Number: ED184097
Record Type: RIE
Publication Date: 1979
Reference Count: 0
Does Dialect Interference Negatively Affect Comprehension?
Eberwein, Lowell; Pival, Jean
Three studies, involving 140 black third grade students reading below grade level, sought to determine whether dialect interference negatively affected reading comprehension. The first investigation found that a story could be repatterned to significantly reduce the number of miscues and minimize dialect interference between the student's oral language and the reading passage. The second investigation revealed that cloze comprehension scores were no better on the repatterned story than on the textbook story written in standard English. The third study found that the black students did not retell significantly more of the concepts and relations from the repatterned story when compared to the same story written in standard English. These results indicate that dialect did not interfere with comprehension, and that dialect miscues did not interfere with the construction of meaning. In view of the results and their implications, teachers should focus on the students' ability to construct meaning from print, minimizing those student dialect-based miscues that do not interfere with meaning. (Author/RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (29th, San Antonio, TX, November 29-December 1, 1979).