An examination of the relationship between morphosyntactic and phonological nonstandard dialect features and literacy skills among African-American children.

Ullman Shade, Catherine.
2017-04-19T12:49:51.720Z

Abstract: A troubling achievement gap persists in the United States, such that African-American children generally read less well than do their European-American and Asian-American peers. Often-overlooked contributors to the achievement gap arer the systematic differences between African-American English (AAE) and Standard American English (SAE), and the additional cognitive effort likely required... read more

Subjects
Tufts University. Eliot-Pearson Department of Child Development.
Permanent URL
http://hdl.handle.net/10427/011674
ID: tufts:21149
To Cite: DCA Citation Guide