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ERIC Number: ED078374
Record Type: RIE
Publication Date: 1973
Pages: 32
Abstractor: N/A
Reference Count: 0
Dialect in Relation to Reading Achievement: Recording, Encoding, or Merely a Code?
Lucas, Marilyn S.; Singer, Harry
Dialect has been a prominent suspect in recent years as a causal factor in the disparity between achievement of the majority group and of certain minority groups, including Mexican-Americans. The purpose of this study was to discover whether there is a significant relationship between dialect and oral reading achievement in grades 1-3 for Mexican-American children and, if so, to specify the nature of the relationship. Sixty children from grades 1-3 with Spanish surnames were given the Gates-McKillop Reading Diagnostic Test to determine their oral reading performance. A bilingual speaker interviewed parents and scored A Language Background Scale. Spontaneous language responses were assessed by using the Children's Apperception Test. Seven selected subtests from the Illinois Test of Psycholinguistic Abilities (ITPA), Revised Edition, were used to measure the subjects' language processing abilities in English. Some of the results indicated: (1) the sample was approximately at the normative mean in grade one and half a year below the mean in grade two in one school and in grade three in both schools; (2) different abilities become significant at different stages of the child's reading progress; and (3) children who experience more Spanish in the home tend to be lower in syntactic ability. (WR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Assn. (New Orleans, Louisiana, February 25-March 1, 1973)