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ERIC Number: EJ1156828
Record Type: Journal
Publication Date: 2017-Oct
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0161-1461
How African American English-Speaking First Graders Segment and Rhyme Words and Nonwords with Final Consonant Clusters
Shollenbarger, Amy J.; Robinson, Gregory C.; Taran, Valentina; Choi, Seo-eun
Language, Speech, and Hearing Services in Schools, v48 n4 p273-285 Oct 2017
Purpose: This study explored how typically developing 1st grade African American English (AAE) speakers differ from mainstream American English (MAE) speakers in the completion of 2 common phonological awareness tasks (rhyming and phoneme segmentation) when the stimulus items were consonant-vowel-consonant-consonant (CVCC) words and nonwords. Method: Forty-nine 1st graders met criteria for 2 dialect groups: AAE and MAE. Three conditions were tested in each rhyme and segmentation task: Real Words No Model, Real Words With a Model, and Nonwords With a Model. Results: The AAE group had significantly more responses that rhymed CVCC words with consonant-vowel-consonant words and segmented CVCC words as consonant-vowel-consonant than the MAE group across all experimental conditions. In the rhyming task, the presence of a model in the real word condition elicited more reduced final cluster responses for both groups. In the segmentation task, the MAE group was at ceiling, so only the AAE group changed across the different stimulus presentations and reduced the final cluster less often when given a model. Conclusion: Rhyming and phoneme segmentation performance can be influenced by a child's dialect when CVCC words are used.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A