ERIC Number: ED199660
Record Type: Non-Journal
Publication Date: 1981-Feb
Reference Count: N/A
Black English Vernacular and Reading Comprehension: A Cloze Study of Third, Sixth, and Ninth Graders. Technical Report No. 199.
Steffensen, Margaret S.; And Others
A study investigated one aspect of the speech/reading comprehension relationship--that between the ability to select the correct standard English verbal endings (-s and -ed) and the ability to recognize the tense of a passage when time information was encoded primarily in the verbs and adverbs. Subjects were 135 third, sixth, and ninth grade students, who had been rated as either black English vernacular (BEV) or standard English (SE) speakers on the basis of a sentence repetition task. The students were first asked to complete passages that had been clozed for content words and verbs in the past and present tenses. In a second task, the student supplied time adverbials for 15 short paragraphs written in the past, present, or future tenses. On the cloze task, BEV speakers had significantly more errors for verbs than for content words when compared to SE speakers. They also had significantly more errors in selecting the appropriate time adverbial on the basis of tense. These findings were attributed to differences that exist in the verbal systems of SE and BEV. (Author/FL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.