探索黑人儿童的口语,口语变化和阅读情况
Lakeisha Johnson1, Rasheda Haughbrook1,2, Mi-Young Webb3
1Florida State University & the Florida Center for Reading Research, Tallahassee, Florida.
Seminars in speech and language
|August 20, 2025
概括
口语和方言的变化影响了黑人儿童的阅读成就. 文化适应的识字教学对于提高阅读成果和重视语言多样性至关重要.
科学领域:
- 语言学
- 发展心理学
- 在教育方面
背景情况:
- 在低收入背景的黑人儿童中,口语,方言变化和阅读成就之间的相互作用存在有限的研究.
- 对于有效的扫盲干预措施来说, 了解群体内部的变化是必不可少的.
研究的目的:
- 探索口语,口语方言变化 (非洲裔美国英语) 和黑人儿童的阅读成就 (1-4年级) 之间的关系.
- 在这个群体中识别语言和阅读能力的不同特征.
- 培养对文化敏感的识字教学.
主要方法:
- 确认因素分析以检查语言的独特性,方言的变化和阅读表现.
- 隐藏的个人资料分析,以揭示语言和阅读技能的异质性.
- 分析了797名年龄在6至11岁的黑人儿童的数据.
主要成果:
- 发现口语,方言变化和阅读表现是相互关联的,但却是不同的结构.
- 在语言和阅读技巧方面发现了不同的优缺点.
- 非洲裔美国人英语方言的密度较高与阅读能力较低有关,但单独的方言变化并不能预测特定的阅读能力.
结论:
- 在旨在改善黑人儿童阅读成果的干预中,口头语言能力和方言差异是需要考虑的重要因素.
- 这些发现强调了对语言多样性敏感和重视的识字教学的需要.
- 这项研究有助于更深入地了解方言如何影响阅读成绩.
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