Hawaii Creole Speakers' Listening Comprehension Abilities in Standard English and Hawaii Creole. Technical Report No. 53 [electronic resource] / Kathryn H. Au and Gisela E. Speidel.
This study was conducted to determine if the low reading achievement of a group of Creole-speaking first and second graders was caused by lack of comprehension (due to dialect interference) of their Standard English texts. The materials used were three stories in Creole and three stories in Standard...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1976.
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MARC
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| 099 | |f ERIC DOC # |a ED159588 | ||
| 099 | |f ERIC DOC # |a ED159588 | ||
| 100 | 1 | |a Au, Kathryn H. | |
| 245 | 1 | 0 | |a Hawaii Creole Speakers' Listening Comprehension Abilities in Standard English and Hawaii Creole. Technical Report No. 53 |h [electronic resource] / |c Kathryn H. Au and Gisela E. Speidel. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1976. | ||
| 300 | |a 14 p. | ||
| 500 | |a ERIC Document Number: ED159588. | ||
| 500 | |a Educational level discussed: Primary Education. | ||
| 520 | |a This study was conducted to determine if the low reading achievement of a group of Creole-speaking first and second graders was caused by lack of comprehension (due to dialect interference) of their Standard English texts. The materials used were three stories in Creole and three stories in Standard English. Because they had never encountered dialect texts, these stories were taped and the children were asked questions orally, in order not to bias the results. The children were tested at three different levels of difficulty appropriate to their grade levels. No difference in total number of correct responses was found between the Creole and Standard English selections. This finding is consistent with the results of other studies done with both Black and Hawaiian children. An important finding relating to reading achievement was that the children as groups comprehended story content poorly, even at their expected grade level. Since listening comprehension should be far above reading comprehension, it was suggested that more emphasis be given to increasing general comprehension skills in both listening and reading. (Author) | ||
| 650 | 1 | 7 | |a Creoles. |2 ericd. |
| 650 | 0 | 7 | |a Interference (Language) |2 ericd. |
| 650 | 1 | 7 | |a Listening Comprehension. |2 ericd. |
| 650 | 1 | 7 | |a Nonstandard Dialects. |2 ericd. |
| 650 | 0 | 7 | |a Primary Education. |2 ericd. |
| 650 | 0 | 7 | |a Reading Achievement. |2 ericd. |
| 650 | 1 | 7 | |a Reading Comprehension. |2 ericd. |
| 650 | 1 | 7 | |a Reading Research. |2 ericd. |
| 650 | 1 | 7 | |a Second Language Learning. |2 ericd. |
| 650 | 0 | 7 | |a Standard Spoken Usage. |2 ericd. |
| 700 | 1 | |a Speidel, Gisela E. | |
| 710 | 2 | |a Kamehameha Early Education Project. | |
| 856 | 4 | 0 | |z Full Text (via ERIC) |u http://files.eric.ed.gov/fulltext/ED159588.pdf |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED159588 |h Other scheme |i web |n 1 |