ERIC Number: ED125315
Record Type: Non-Journal
Publication Date: 1976-Apr-1
Reference Count: N/A
The Mismatch of Child Language and School Language: Implications for Beginning Reading Instruction.
Shuy, Roger W.
This paper describes the past assumptions about the mismatch of child language and school language, noting the distance principle, the characteristics of language interference and the various treatments that have been hypothesized. Past research involving language mismatch and reading is reviewed, and it is noted that even though the best evidence against mismatch involves phonological mismatch, it elegantly refutes a thesis held by nobody. Grammatical mismatch research is flawed where completed but often hampered by an unwillingness of the public to accept dialect in print. The major thrust of the paper is to suggest that recent developments in linguistic theory and research have opened the area of language functions for investigation. Functional language competence is asserted to be much more crucial to reading, particularly as it relates to teacher education, curriculum, materials and cross cultural understandings. Finally, it is urged that investigations be undertaken in the mismatch of child language and learning styles. (Author)
Descriptors: Child Language, Cognitive Style, Dialects, Elementary Education, Interference (Language), Language Instruction, Language Patterns, Language Research, Language Role, Language Styles, Language Usage, Learning, Reading Difficulty, Reading Instruction, Reading Materials, Sociolinguistics, Speech Communication, Teacher Behavior, Teacher Education, Teaching Methods, Written Language
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A