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ERIC Number: ED548859
Record Type: Non-Journal
Publication Date: 2012
Pages: 190
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-6108-8
Language and Literacy: The Effectiveness of the MELD on CST Scores for Black American Students
Wider, Elizabeth Joy
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
This quantitative correlational study examines the role of African American English (AAE) and literacy for Black American students who speak AAE. No previous research regarding Black American students who speak AAE has set out to determine whether or not viewing Black students who speak AAE as English second language learners (L2) would improve the literacy levels of these students. This study uniquely recognizes AAE as a primary language with regard to Academic English (AE) instruction and acquisition for Black American students who speak AAE. The study examined the relationship between the Mainstream English Language Development (MELD) literacy instruction and the frequency of AAE features in writing samples. The study also examined the relationship between the MELD literacy program and California Standards Test (CST) English-Language Arts scores. This research was motivated by two research questions: (1) Is there a relationship between MELD instruction implementation levels and student achievement on the CST, as a criterion-referenced test? (2) Is there a relationship between MELD instruction implementation levels and frequency or AAE use on student writing samples, as a criterion-referenced test? To examine these questions, the study correlated the use of MELD pedagogy to the ex post facto English-Language CST scores of Black American fourth-grade students who attended the MELD Academy during a seven year period (2003/2004 to 2009/2010) and three chronological writing samples from one fourth-grade MELD Academy class during the 2010/2011 school year. The findings from this research study indicate that when Black American students are viewed as L2 learners, there is a significant effect on student achievement on standardized assessments. The results, implications for educational leaders and policy makers, and future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A