Gatlin Brandy, Wanzek Jeanne
University of California, Irvine.
Vanderbilt University.
Except Child. 2017 Oct;84(1):97-115. doi: 10.1177/0014402917727248. Epub 2017 Sep 19.
Nonmainstream American English, or dialect, among children may have important implications for reading research and practice. However, much of the research involving relations between dialect and literacy has analyzed dialect use in only one context and has omitted students with speech, language, and learning disabilities. Consequently, we examined dialect use in an oral narrative and two writing samples in relation to concurrent and longitudinal reading outcomes in a diverse sample of students, including those with diagnosed disabilities. Overall, most students used features of dialect in oral and written language. Dialect use was significantly and negatively predictive of reading outcomes the same year and 2 years later. Moderator analyses indicated a similar relationship between dialect use and reading for students with speech, language, and learning disabilities, suggesting that students with these disabilities who also use dialect may be at increased risk for reading difficulties. Implications for practice and future research are provided.
美国儿童中的非主流英语或方言可能对阅读研究与实践具有重要意义。然而，许多涉及方言与读写能力关系的研究仅在一种情境下分析方言的使用情况，并且遗漏了有言语、语言和学习障碍的学生。因此，我们在一个多样化的学生样本（包括那些被诊断有残疾的学生）中，研究了口头叙述和两个写作样本中的方言使用情况与同期和纵向阅读结果之间的关系。总体而言，大多数学生在口语和书面语言中使用方言特征。方言使用在同年及两年后对阅读结果有显著的负向预测作用。调节分析表明，对于有言语、语言和学习障碍的学生，方言使用与阅读之间也存在类似关系，这表明同时使用方言的这些残疾学生可能有更高的阅读困难风险。文中还给出了对实践和未来研究的启示。
