ERIC Number: ED109611
Record Type: RIE
Publication Date: 1975-May
Reference Count: 0
A Study of Young Black Children's Receptive and Productive Language and Reading Competence in Standard English Grammatical Forms. Final Report.
Jaggar, Angela M.; Cullinan, Bernice E.
The competence of school-aged, black children in standard English (SE) grammatical forms, specifically, six verb structures that distinguish Black English from SE, is the focus of this study. The subjects were 198 kindergarten, first-grade, and second-grade black children who attend four Title I schools in the New York City metropolitan area. Responses on two oral language tasks (sentence repetition and sentence comprehension) and two reading tasks (oral reading and reading comprehension) were used to study relations between children's receptive and productive control of oral and written SE forms. It was found that children's level of control of SE is grade related and is a function of the particular verb forms. The order of acquisition of receptive and productive control of SE structures differs, and this difference was demonstrated in both oral language and reading behavior. There was little evidence that aural comprehension of specific structures is systematically related to oral production, but reading comprehension is systematically related to oral reading in SE. The results indicated that reading comprehension is more a function of children's receptive control than it is of their productive control of SE. (Author/TS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. Office of Research Grants.
Authoring Institution: New York Univ., NY.