ERIC Number: ED235475
Record Type: Non-Journal
Publication Date: 1983-Oct
Reference Count: N/A
Reading Comprehension and Creativity in Black Language Use: You Stand to Gain by Playing the Sounding Game! Technical Report No. 295.
Taylor-DeLain, Marsha; And Others
To determine what positive benefits to school learning might accrue from competence in Black English, a study explored the hypothesis that the rich and varied experience that black youth typically have with figurative language outside of school would enhance their understanding of figurative language in school texts. Subjects included 157 black seventh grade and white seventh grade students who were given a series of tasks which sought to determine general verbal ability, figurative language comprehension, skill in sounding, and general skill in black language. There were two test booklets, one for each of the two 45-minute test sessions in which all subjects participated. Path analysis confirmed that for black students "sounding" skill, as well as general verbal ability, had a direct influence on figurative language comprehension. Black language ability influenced figurative language comprehension indirectly through its effect on sounding skill. For white students, only general verbal ability affected figurative language ability. (Author/HOD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.