Interaction of Dialect, SES, Ethnicity upon Listening and Reading Comprehension of Fifth Graders [electronic resource] / Marietta Esposito Peskin.
Conformity to Standard English, ethnic background, socioeconomic status (SES), and modes of presentation were investigated to determine the influence of these four factors on reading comprehension among fifth graders. Homogeneous groups within four experimental categories were formulated: middle SES...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1973.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED085691 | ||
| 100 | 1 | |a Peskin, Marietta Esposito. | |
| 245 | 1 | 0 | |a Interaction of Dialect, SES, Ethnicity upon Listening and Reading Comprehension of Fifth Graders |h [electronic resource] / |c Marietta Esposito Peskin. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1973. | ||
| 300 | |a 137 p. | ||
| 500 | |a ERIC Document Number: ED085691. | ||
| 500 | |a ERIC Note: Ed.D. Dissertation, Graduate School of Education, Rutgers University, The State University of New Jersey. |5 ericd. | ||
| 500 | |a Educational level discussed: Grade 5. | ||
| 520 | |a Conformity to Standard English, ethnic background, socioeconomic status (SES), and modes of presentation were investigated to determine the influence of these four factors on reading comprehension among fifth graders. Homogeneous groups within four experimental categories were formulated: middle SES white students, low SES white students, middle SES black students, and low SES black students. Two experimental treatments, aural-oral (A-O) and visual-reading (V-R), were involved. Findings indicated that (1) the comprehension of children whose speaking patterns conform to Standard English was significantly greater than that of children speaking a dialect, regardless of treatment; (2) the comprehension of middle SES children was significantly greater than that of low SES children when tasks were expressed in Standard English; (3) the comprehension of white children was not significantly greater than that of black children when tasks were presented in either the A-O mode or combined A-O and V-R modes; (4) comprehension of white children was greater when the directed tasks expressed in Standard English were presented in the V-R mode; and (5) the subjects more readily understood materials presented in the A-O mode than materials presented in the V-R mode. (Author/HOD) | ||
| 650 | 0 | 7 | |a Black Youth. |2 ericd. |
| 650 | 1 | 7 | |a Cultural Background. |2 ericd. |
| 650 | 1 | 7 | |a Grade 5. |2 ericd. |
| 650 | 0 | 7 | |a Listening. |2 ericd. |
| 650 | 0 | 7 | |a Nonstandard Dialects. |2 ericd. |
| 650 | 0 | 7 | |a Psycholinguistics. |2 ericd. |
| 650 | 1 | 7 | |a Reading Comprehension. |2 ericd. |
| 650 | 0 | 7 | |a Reading Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Reading Research. |2 ericd. |
| 650 | 1 | 7 | |a Socioeconomic Status. |2 ericd. |
| 650 | 0 | 7 | |a Sociolinguistics. |2 ericd. |
| 650 | 1 | 7 | |a Standard Spoken Usage. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED085691.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED085691 |h Other scheme |i web |n 1 |