A Comparison of the Oral Language Patterns of Three Low Socioeconomic Groups of Pupils Entering First Grade.

Autor/inn/en	Silvaroli, Nicholas J.; Whitcomb, Mary Wakefield
Institution	Arizona State Univ., Tempe.
Titel	A Comparison of the Oral Language Patterns of Three Low Socioeconomic Groups of Pupils Entering First Grade.
Quelle	(1967), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Anglo Americans; Blacks; Educationally Disadvantaged; Ethnic Studies; Grade 1; Language Acquisition; Language Handicaps; Language Patterns; Lower Class; Socioeconomic Influences; Socioeconomic Status; Spanish Americans; Syntax + Suchen Sie Ihr Suchwort? Black person; Schwarzer; School year 01; 1. Schuljahr; Schuljahr 01; Sprachaneignung; Spracherwerb; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Sprachmodell; Sprachstruktur; Sozioökonomischer Faktor; Socio-economic status; Sozioökonomischer Status
Abstract	The language patterns of low socioeconomic Negro, Spanish-surname, and Anglo children are sufficiently different from the middle class language patterns used in schools to put these children at a distinct educational disadvantage. By comparing the speech patterns of these children, this study sought to determine whether their language development is limited by their economic status or by their ethnic group status. Twenty randomly selected beginning first graders from each of the three ethnic groups were interviewed and recorded at length as they told stories about pictures they were shown. The recordings were analyzed for both patterns and mazes (hesitations, false starts, etc.) on the basis of a simplified form of the Indiana Conference Scheme of Analysis on the First Level. The three groups responded approximately the same on total sentence patterns and all specific sentence patterns except one. They also responded approximately the same for total mazes (tangles of language not effective for communication) and all specific mazes. These results imply that low socioeconomic Negro, Spanish-surname, and Anglo children beginning first grade are aware of and use basic English syntax patterns in approximately the same manner. Differentiated materials are not needed in class as much as exposure to total language developing experiences. (MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01