NotesFAQContact Us
Collection
Advanced
Search Tips
PDF pending restoration PDF pending restoration
ERIC Number: ED299805
Record Type: Non-Journal
Publication Date: 1984
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teaching School Beginners To Read and Write in the Vernacular.
Bull, Tove
A Norwegian study of the effectiveness of teaching young children to read and write using their vernacular as the medium of instruction is reported. In 1980-81 and 1981-82, ten classes of beginning primary students were given all initial instruction in reading and writing in the vernacular. Because no language standardization occurs in the Norwegian classroom, teaching in the dialects was considered an instructional principle rather than a method. The experiment took place in three urban and rural regions with three different dialects. Teachers used their preferred methods, adjusting texts to the dialect in their locality and treating the spelling of the language as phonemically as possible. Toward the end of the first year, teachers gradually but explicitly began to use the standardized written language in their teaching. After the first year, the children's progress was tested with two standardized reading measures. The children were also grouped according to general intelligence and intellectual achievement, and the less able students from the dialect groups had better scores on the standardized reading measures than did their counterparts taught by traditional methods. It is concluded that the dialect principle may have made illiterate children more able to analyze their own speech than would traditional methods, increasing their metalinguistic consciousness and phonological maturity. (Five tables are included.) (MSE)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway