Dissertations and Theses @ UNI
Availability
Open Access Thesis
Abstract
The issue of reading failure among Black children, particularly those of urban areas, has been a consistent concern among educators and parents. Reasons as to why these children do not, as a group, achieve comparably with national norms relate heavily to the style of oral language they employ. Explanations given by experts in the areas of education and linguistics are derived from two models of reading behavior postulated by Weiner and Cromer (1967), the deficit model of reading failure among Black children which attributes their difficulty to the absence of adequate Standard English language skills, and the difference model, which contends that the style of language spoken by many Black children is one which is characterized by specific grammatical, phonological, and lexical features which validate it as a structured language system different from Standard English. These experts state that this difference in language can create a mismatch between that of the child and that of the textbook.
Year of Submission
1980
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Catherine W. Hatcher
Second Advisor
Ned Ratekin
Third Advisor
Harley E. Erickson
Date Original
1980
Object Description
1 PDF file (109 leaves)
Copyright
©1980 Yvette C. Lewis
Language
en
File Format
application/pdf
Recommended Citation
Lewis, Yvette C., "Identification of teacher concerns toward remediation of dialect-related reading difficulties and instructional techniques employed" (1980). Dissertations and Theses @ UNI. 1480.
https://scholarworks.uni.edu/etd/1480
Comments
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