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ERIC Number: ED126433
Record Type: RIE
Publication Date: 1976
Pages: 324
Abstractor: N/A
Reference Count: N/A
The Effects of Abstract Reasoning Ability, Degree of Bidialectism, and Grade Level on the Performance of Black, Inner-City Children on Equivalent Reading Tasks Presented in Standard English, Black English Standard Orthography, and Black English Nonstandard Orthography.
Harber, Jean Rosner
This research studied the effects of abstract-reasoning ability, degree of bidialectism, and grade level on listening comprehension tasks presented in both Standard English and Black English and on oral reading and oral-reading comprehension tasks presented in Standard English, Black English standard orthography, and Black English nonstandard orthography. The subjects were third graders and fifth graders randomly selected from two, predominantly black, inner-city schools. Results of the study indicated that the dialect of presentation did not affect subjects' performance on the listening comprehension task. Individual subjects performed equally well on the Standard English and Black English standard orthography forms of oral reading and oral reading comprehension tasks. However, as a group, subjects performed significantly better on the Black English standard orthography form of the oral reading and oral-reading comprehension tasks. Subjects scored significantly lower on the Black English nonstandard orthography form of the oral reading tasks. A combination of low abstract-reasoning ability and low proficiency in one dialect or in both dialects resulted in low scores on all tasks. (Author/MKM)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-15,840, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Temple University