ERIC Number: ED434519
Record Type: Non-Journal
Publication Date: 1999-Apr-21
Reference Count: N/A
The Effects of Task and Language Vernacular on Rhyming in Kindergarten, First, and Second Graders.
Dorr, Roberta E.
A study investigated the degree to which the pronunciation of English words in the child's home environment affected the acquisition or discrimination of phonological and orthographic correspondences of standard written English. Subjects were low-socioeconomic-status, inner-city African American kindergarten, first-, and second-grade students, who were given individually administered, standard phonological awareness tasks in class, including rhyming tasks. It was predicted that the children would perform better on recognition than production tasks, would perform better on recognition tasks where the reduction rule did not apply, and would select a response consistent with their vernacular, and that rhyming tasks would be the best predictors of future performance on standard measures. Results suggest that two factors affect the amount of processing beginning readers must expend to be successful: the cognitive demands of the tasks used to measure phonological awareness, and the knowledge representation of one's oral phonological knowledge. It is concluded that children need to understand the differences between vernacular and standard English because vernaculars can affect the way children score on standard measures of reading. Contains 45 references. (MSE)
Descriptors: Black Dialects, Blacks, Class Activities, English, Family Environment, Language Processing, Language Research, Oral Language, Phoneme Grapheme Correspondence, Phonology, Primary Education, Pronunciation, Reading Instruction, Rhyme, Speech Skills, Standard Spoken Usage, Urban Schools, Word Recognition
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A