Display options
Cite
Gatlin B, Wanzek J. Elementary Students' Use of Dialect and Reading Achievement: Examining Students with Disabilities. Except Child. 2017;84(1):97-115doi: 10.1177/0014402917727248.
Gatlin, B., & Wanzek, J. (2017). Elementary Students' Use of Dialect and Reading Achievement: Examining Students with Disabilities. Exceptional children, 84(1), 97-115. https://doi.org/10.1177/0014402917727248
Gatlin, Brandy, and Wanzek, Jeanne. "Elementary Students' Use of Dialect and Reading Achievement: Examining Students with Disabilities." Exceptional children vol. 84,1 (2017): 97-115. doi: https://doi.org/10.1177/0014402917727248
Gatlin B, Wanzek J. Elementary Students' Use of Dialect and Reading Achievement: Examining Students with Disabilities. Except Child. 2017 Oct;84(1):97-115. doi: 10.1177/0014402917727248. Epub 2017 Sep 19. PMID: 30369625; PMCID: PMC6201251.
Copy Download .nbib Format: NLM
Share it on

Except Child. 2017 Oct;84(1):97-115. doi: 10.1177/0014402917727248. Epub 2017 Sep 19.

Elementary Students' Use of Dialect and Reading Achievement: Examining Students with Disabilities.

Exceptional children

Brandy Gatlin, Jeanne Wanzek

Affiliations

  1. University of California, Irvine.
  2. Vanderbilt University.

PMID: 30369625 PMCID: PMC6201251 DOI: 10.1177/0014402917727248

Abstract

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.

References

  1. J Speech Lang Hear Res. 2014 Feb;57(1):143-57 - PubMed
  2. J Speech Lang Hear Res. 2005 Dec;48(6):1378-96 - PubMed
  3. Elem Sch J. 2011 Jun 1;111(4):585-607 - PubMed
  4. J Speech Lang Hear Res. 1998 Apr;41(2):433-44 - PubMed
  5. Educ Psychol Rev. 2014 Sep;26(3):379-401 - PubMed
  6. J Speech Lang Hear Res. 2010 Feb;53(1):126-45 - PubMed
  7. J Speech Lang Hear Res. 2012 Feb;55(1):55-69 - PubMed
  8. J Speech Lang Hear Res. 2015 Aug;58(4):1306-18 - PubMed
  9. J Speech Lang Hear Res. 2002 Jun;45(3):505-18 - PubMed
  10. J Speech Lang Hear Res. 2001 Feb;44(1):207-23 - PubMed
  11. Child Dev. 1990 Dec;61(6):1728-43 - PubMed
  12. J Speech Lang Hear Res. 1998 Oct;41(5):1115-24 - PubMed
  13. Am J Speech Lang Pathol. 2007 May;16(2):157-68 - PubMed
  14. J Speech Lang Hear Res. 2004 Apr;47(2):450-63 - PubMed
  15. J Child Psychol Psychiatry. 1990 Nov;31(7):1027-50 - PubMed
  16. J Speech Lang Hear Res. 2009 Aug;52(4):839-55 - PubMed
  17. Child Dev. 2004 Sep-Oct;75(5):1340-56 - PubMed
  18. Lang Speech Hear Serv Sch. 1998 Apr 1;29(2):96-108 - PubMed

Publication Types

Grant support