The Relationship Between the Use of Black and Standard English Featuresin a School Setting and the Oral Reading, Silent Reading, and ListeningComprehension Levels of Black Title One Third Grade Children
This study was conducted to determine the extent to which the use of certain Black English features and standard English features in a school setting related to the oral reading, the silent reading, and the listening comprehension levels of poor black children. Five hypotheses were tested, and to investigate these hypotheses, 65 black boys and 65 black girls in third grade classes were randomly selected from three large Title I elementary schools in Washington, D.C. The conclusions of the study are presented in detail, and the implications for theory suggested by the data include that the communicative competence of black children in a school setting has not been adequately assessed; that measures for specifying language strengths and needs are required as are refinements in the areas of interpretation and description; that the language development area of black children has been sorely neglected, particularly in the acquisition stage; and that theories as to when and how young black children become aware of alternate language structures and when they themselves begin to use them are needed. Implications for further study are also presented. (Author/RB)
Microform, English, 1974
University Microfilms, 1974