Dissertations and Theses @ UNI


Open Access Thesis


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


Degree Name

Master of Arts in Education


Department of Curriculum and Instruction

First Advisor

Catherine W. Hatcher

Second Advisor

Ned Ratekin

Third Advisor

Harley E. Erickson


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Date Original


Object Description

1 PDF file (109 leaves)



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