Parents want their children to be literate and proficient readers. The expectations of a teacher are to be knowledgeable and supportive when engaging their students and enforcing reading skills. When elementary aged children are first learning to read, teaching focuses on specific areas of development such as phonemic awareness, vocabulary, comprehension, and fluency. When comparing the literacy abilities of African American (AA) children to that of their peers, there seems to be a significant variance and a general lack of understanding of several of these skills. Providing the possibility of an African American English (AAE) dialect influencing reading comprehension, there needs to be a strategy to increase literacy in these students. …show more content…
However, when exploring the reading achievement of African American children in regard to that of their peers, there is a significant inadequacy. An African American English dialect showed a direct correlation to a child’s reading competency skills, and confronting reading dilemmas with a well-planned strategy reading proves motivational when a child first begins to read. This paper looked at three topics when considering reading achievement in children with an AAE dialect directly involving teachers, parents, and learning devices. The first consideration was the quality and education of a child’s teacher. This also included the teacher’s ability to adapt their teaching style and lessons to the spoken dialect of the child. Another consideration in reading achievement of children with an AAE dialect was the parental literacy, willingness, and capability to promote comprehension. Family factors that provide emphasis on reading ability are: (a) identifying any family history of reading difficulties; (b) literacy of those within the home environment; (c) conversational skills provided in a child’s environment; (d) non-English speaking family members; (e) dialects of American English; and (f) the socioeconomic status of the home, neighborhood, and school. The last topic reviewed was implementing the use of electronic books to engage children as they read. This would allow for direct interaction and enthusiasm when developing reading skills, and create a stress-free learning environment for a child that might otherwise show embarrassment
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The way people speak has to do with the community they grew up in, along with the phrases and accents that they use, which is affected by the region that an individual lives in. In America, there are many diverse dialects possibly because of the numerous cultures brought from the immigrants that came to America. As Walt Whitman said, “Viewed freely, the English language is the accretion and growth of every dialect, race, and range of time, and is both free and compacted composition of all.” There are many different regions of American English. One of them is called the Pacific Southwest, a region that covers California.
For a young children have little difficulty with English, learning it in elementary school at the same time they learn to read. For many students who are beginning to learn English, and only starting to read at the age of fourteen to
The selection "Black Children Are Verbally Deprived" by Walt Wolfram contains several different rhetorical elements. "Black Children Are Verbally Deprived" is a nonfiction essay about the linguistics of the black community. First, the exigence of this selection is to explore the myth that Black children are mentally deficient due to their regional and social dialects. The selection explores 4 different myths in order to disprove them and come to the conclusion that the statement Black children are mentally deficient is false and that they are actually verbally deprived. Wolfram intended this for the general public so that he can attempt to influence the public’s view of black children.
Incorporating small reading allows all students participate and interact in reading out loud. The challenge of having different book assigned can have many benefits for students development, because they are able to move within reading levels as they advance their
Because, nowadays, e-readers are developed enough, her article could play an important role in making e-readers a significant tool for education. Moreover, the author is motivated to write the article as the number of the articles which discuss the impact of e-reader on reading practice of children is low. In addition to choosing the right time, Larson shows credibility in her article because of her experience as an instructor in the field of learning technologies. Furthermore, the case study, which is done by the author, makes the information believable. Also, the author is fair and respectful by not attacking people who read printed books to show the pros of e-reader.
10). In chapter six of The Skin That We Speak, Asa Hilliard explains why it is hard to separate the historically oppressed status of African American children and the educational assessments used to measure their language abilities. Hillard also explains how teaching and learning are a direct link between shared language between teacher and student and the environment they are in. Hilliard also acknowledges that “African American children are not achieving at optimal levels in the schools of the nation” (Delpit, L., & Dowdy, K., 2002, p.91).
There are so many types of English accents and different ways people talk in the United States. All of those are built into where a person comes from and personality. In If Black English isn’t a Language,Then tell me,What is? , James Baldwin uses ethos, pathos, and logos to argue that the use of black English has nothing to do with language itself but with the role of languages. Ethos in general is described as a characteristic of a group, culture,and people. In If Black English Isn’t a Language article James Baldwin uses ethos to argue that the use of black English has nothing to do with language itself but with the role of languages.
Learning to read Learning to read by Frederick Douglass encapsulates the story of a slave who was taught alphabets by her mistress who used to own him and was a relatively kind women then other slave owners and she used to be kind and gentle but the heart that slave owners possess eventually turns to stone and so did hers, meanwhile he started reading book s on his own, the courage and will to learn lead him to eventually learn how to write on his own, “The willingness of a salve in order to learn how to read and write is a tale worth telling”. (Douglass) The various issues that the African Americans had to face and that they beard for centuries also included not letting them how to read and right due to the fact that if someone learns about
Ultimately, I believe that African American Vernacular English speakers are capable of learning Standardized English in the right educational system. Staying away from degrading young African American Vernacular and instead focusing on teaching something new can be the best way of teaching. In this, Young people being able to switch between African American Vernacular English and the Standard American English at appropriate times creates confident that can only be
The results indicate that the children who were more familiar with SAE had higher levels of reading achievement than the children who were less familiar with SAE (Charity, Scarborough, & Griffin, 2004). The amount of AAVE children use and their
Language, though primarily used as a means of communication, can be used to form community-like bonds with additions to and evolutions of different regional, cultural, racial, etc., vernaculars. What is one community’s “how are you?” is another’s “what’s good?” or “‘sup?” Those terms are understood and accepted almost unilaterally in their respective communities, but beyond those borders, they may or may not be. The push to broaden mandating “proper English pronunciation” is a direct attack on those communities that do not fall in the narrow definition of those whose community is deemed “correct” by mainstream society. When this is enforced, its roots are usually found in racism/white supremacy.
This research study article “Dialect Awareness and Lexical Comprehension of Mainstream American English in African American English-Speaking Children” written and conducted by Jan Edwards, Megan Gross, Jianshen Chen, Maryellen C. MacDonald, David Kaplan, Megan Brown, and Mark S. Seidenberg examines the sociocultural conditions of AAE. The writers hypothesize that children who speak AAE have trouble comprehending words that are not commonly present in the dialect. The purpose of the study is to promote dialectal awareness and dialectal comprehension. The article’s research team is from the University of Wisconsin Madison, which holds one off the nations top Speech Language Pathology programs.
Language acquisition is a fundamental stage of childhood, as is generally the focus for 6- to 12-year-old school children (Bee et al., 2018). As a child, I was encouraged by my parents to read as an independent hobby. Research suggests the importance of motivating children to prepare for independent reading in school, as it contributes to one’s reading performance in adulthood (Bee et al., 2018). My genuine passion and interest in reading influenced my literary ability from an early age, and I was reading novels by kindergarten and was often placed in gifted reading programs. Had I not been so interested in reading as a child, my literary aptitude may not be at the level where it is
Initially, children play with words by generating new words and by exploring and creating language patterns. By singing songs, intonation rhymes, playing with words, and listening to adults read word-play books, students develop their phonemic awareness. Classically, there is a natural continuum to this skill development but for student with reading difficulties or disabilities this is not always the circumstance. For some students, teachers have to provide small group instruction that is more clear, methodical, concentrated, and helpful than is usually provided in the
The development of literacy and language is a continual progress within a person. This development is one that starts from the moment a child is born (Hurst and Joseph, 2000). This development is promoted within the home environment and is extended within the early years’ classroom domain. Literacy and language development is comprised of four strands, which are listening, speaking, reading & writing. These four factors are in constant interaction together and are constantly developing within the person (Saffran, Senghas and Trueswell, 2001).