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ERIC Number: ED200966
Record Type: RIE
Publication Date: 1981-Mar
Pages: 13
Abstractor: N/A
Reference Count: 0
The Interactive Effect of Quality of Student Response and Use of Nonstandard Dialectic Markers on Teacher Perception.
Harris, Paulette P.; Smith, Lyle R.
Thirty-four preservice teachers listened to children's tape-recorded responses to selected questions. The children were rehearsed to present either relevant and logical (high quality) responses or irrelevant and illogical (low quality) responses. The children also were rehearsed to verbalize either responses that contained selected nonstandard dialectic markers or to verbalize standard English responses. The preservice teachers rated the high quality responses higher than the low quality responses. For most of the high quality responses, the presence or absence of nonstandard dialectic markers did not significantly affect ratings of responses. However, low quality responses that did not contain nonstandard dialectic markers generally were rated higher than low quality responses that contained nonstandard dialectic markers. These findings support conclusions of previous research showing that students' standard English responses are rated generally higher than responses containing black nonstandard dialectic markers. This conclusion implies that preservice teachers tend to rate student responses in much the same ways as experienced teachers reportedly rate student responses. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the Georgia Council of the International Reading Association (6th, Atlanta, GA, March 5-7, 1981).