Department of Educational Psychology and Special Education, Georgia State University, Atlanta, GA 30303, USA.
J Speech Lang Hear Res. 2010 Feb;53(1):126-45. doi: 10.1044/1092-4388(2009/08-0058).
This study examined relationships between the use of nonmainstream American English dialects, literacy skills, and school environment among typically developing first graders (n = 617), of whom 48% were African American and 52% were White, in order to describe and better understand the difficulties many children from linguistically diverse backgrounds experience while learning to read.
Using hierarchical linear modeling, the authors examined the linear and quadratic relationships between students' dialect variation (DVAR) and their vocabulary, phonological awareness, and word reading skills, taking into account school environment, specifically schoolwide socioeconomic status (SES).
The relationships between DVAR and literacy outcomes depended on the outcome of interest and school SES. However, children's race did not generally affect the trajectory or strength of the relationships between outcomes and dialect variation. For vocabulary and word reading, the association was nonlinear, that is, U-shaped, but this depended on school SES. For phonological awareness, a negative linear relationship was observed that did not depend on school SES.
The results inform theories on the relationship between DVAR and literacy achievement and suggest a more complex explanation of how nonmainstream American English dialect use might influence how young children learn to read.
本研究调查了在以英语为母语的非标准方言的使用、读写能力和学校环境之间的关系，对象是 617 名发育正常的一年级学生，其中 48%为非裔美国儿童，52%为白种人儿童。目的是描述和更好地理解许多语言背景多样化的儿童在学习阅读时所经历的困难。
使用分层线性模型，作者研究了学生的方言差异（DVAR）与词汇、语音意识和单词阅读技能之间的线性和二次关系，同时考虑了学校环境，特别是学校的社会经济地位（SES）。
DVAR 与读写能力结果之间的关系取决于感兴趣的结果和学校 SES。然而，儿童的种族通常不会影响结果和方言差异之间关系的轨迹或强度。对于词汇和单词阅读，这种关系是非线性的，即 U 形，但这取决于学校 SES。对于语音意识，观察到的是负线性关系，而不依赖于学校 SES。
这些结果为关于 DVAR 与读写能力之间关系的理论提供了信息，并提出了一个更复杂的解释，说明非标准美国英语方言的使用如何影响幼儿学习阅读的方式。
