Date of Award

11-25-2014

Document Type

Thesis

Degree Name

Communication Disorders, MCD

First Advisor

Dr. Amy Shollenbarger

Committee Members

Dr. Joy Good; Dr. Mike McDaniel; Dr. Richard Neeley; Shanon Brantley

Call Number

LD 251 .A566t 2014 I45

Abstract

The purpose of this study was to investigate first grade Mainstream American English (MAE) and African American English (AAE) speakers' representation of final consonant clusters in Consonant-Vowel-Consonant (CVCC) words in spelling tasks with three stimulus conditions: real words- child names the picture, real words- examiner names the picture, and nonwords- examiner names the picture. No significant differences were identified between the groups in spelling CVC words. When spelling CVCC words, the AAE group had significantly more dialect responses (spelling CVCC words as CVC words) compared to the MAE group across all tasks. AAE speakers gave fewer AAE spellings as the stimulus presentation moved from real words with no model, modeled real words, and nonwords. The results showed that AAE speakers' responses to experimental tasks were influenced by their dialect and the type of stimulus. The relationship between dialect, task, and response type should be considered when teaching and assessing spelling.

Rights Management

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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