ERIC Number: ED185543
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
The Influence of Black English on Diagnosis of Reading in Learning Disabled and Normal Readers.
Burke, Suzanne M.; And Others
A study was undertaken to determine if the removal of black English dialect as oral reading errors would influence the scores obtained on three oral reading diagnostic tests: the Gray Oral Reading Test, the Gilmore Oral Reading Test, and the Spache Diagnostic Reading Scales. In addition, the study investigated whether there were differences in the influence of black English miscues on the scores of learning disabled students compared with the scores of a normal group of elementary school students. The 40 children in the sample population (20 control children who were matched by age and sex with 20 children identified as learning disabled) were given all three tests. Each test was scored first using test manual criteria and then rescored using those criteria but eliminating dialect miscues from the error count. On all three tests, learning disabled children scored lower than did control children and, on all three tests, the effect of removing dialect miscues as errors caused an overall increase in reading scores. On the Gray and Spache tests, but not on the Gilmore test, control children benefitted more from the removal of dialect responses as errors than did the learning disabled. In addition, the results indicated that dialect had a greater impact on the scores of the Gilmore Test than it did on either of the other tests. (Author/FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Illinois Univ., Chicago. Coll. of Education.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 7-11, 1980).