| Abstract: | Tested the hypothesis that phonological differences between standard and Black English interfere with the ability of beginning readers to learn sound–spelling correspondences in reading. 15 1st graders in each of 3 groups—low-socioeconomic status (SES), Black and White and middle-SES White—were asked to match spoken and written words. Mismatches were created by deleting final spoken consonants or by deleting initial consonants. The hypothesis that Black-English-speaking children of low SES would tend to make a match when final spoken consonants were deleted, whereas the White children of low and middle SES would not, was not supported. Decoding errors revealed that the 3 groups differed in word-attack strategies. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
