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ERIC Number: ED072424
Record Type: RIE
Publication Date: 1971
Pages: 166
Abstractor: N/A
Reference Count: N/A
The Effect of Native Dialect and Written Language Structure on Reading Comprehension in Negro and White Elementary School Children.
Jaggar, Angela Maestri
Two groups of children in grades 3 and 4 (80 lower-socioeconomic Negro children whose native speech dialect was Negro nonstandard English and 80 middle-class white children whose native dialect was standard English) were given two 50-item cloze reading comprehension tests to determine the effect of native speech dialect and written language structure on reading comprehension. The tests--one constructed from stories written in standard English and the other from the same stories written in Negro nonstandard dialect--were scored by an exact deletion method and a modified deletion method. Results revealed that both groups had better comprehension for stories written in standard English and that there was a significant relationship between the subjects' ability to comprehend written standard English and Negro nonstandard dialect; however, this relationship was weaker for the Negro subjects, indicating systematic differences in the test performance of the two groups. It was suggested that linguistic interference from a native dialect may not cause serious problems at the third and fourth grade level, but that if structural interference is a source of reading problems for lower class Negro children, then the effects are probably most serious at a younger age when they have competence only in their native dialect. (Author/HS)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-11,461, MFilm $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, New York University