Dialect Density, Language Abilities and Emergent Literacy Skills of Prekindergarten Children Who Speak African American English

Autor/inn/en	Baldwin, Erika; Heilmann, John; Finneran, Denise; Cho, Chi C.; Moyle, Maura
Titel	Dialect Density, Language Abilities and Emergent Literacy Skills of Prekindergarten Children Who Speak African American English
Quelle	In: Journal of Research in Reading, 45 (2022) 4, S.567-586 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heilmann, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12410
Schlagwörter	Black Dialects; African American Students; Structural Equation Models; Reading Skills; Correlation; Preschool Children; Emergent Literacy; Low Income Students; Federal Programs; Social Services; Picture Books; Phonological Awareness; Screening Tests; Narration; Speech Communication; Evaluation Methods; Student Evaluation; Language Skills; Phonological Awareness Literacy Screening + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Reading skill; Lesefertigkeit; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Social service; Soziale Dienstleistung; Soziale Dienste; Picture book; Bilderbuch; Screening-Verfahren; Schulnote; Studentische Bewertung; Language skill; Sprachkompetenz
Abstract	Background: Numerous studies have observed a significant and unique relationship between children's use of nonmainstream dialect and reading outcomes. We aimed to examine the relationship between nonmainstream dialect and reading at its roots by completing a preliminary evaluation of the relationship between African American English (AAE) dialect and multiple dimensions of emergent literacy skills in young African American children enrolled in Head Start. Methods: Seventy-eight African American preschoolers completed the Phonological Awareness Literacy Screening-PreK (PALS-PreK) and a narrative retell of the wordless picture book, "Frog, Where Are You?" The narratives were used to generate three measures of narrative productivity and the dialect density measure (DDM). Results: Structural equation modelling found that the PALS-PreK measures significantly loaded onto a single print-related emergent literacy latent variable and that the three narrative measures significantly loaded onto a single language-based emergent literacy latent variable. There was a significant relationship between print-related emergent literacy skills and DDM, but the overall model had a poor fit, showing that the relationship between emergent literacy and DDM was weak. Conclusions: We conclude the manuscript by discussing implications of this research and suggestions for further study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01