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
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Inzer, Maegan Rebekah, "An Investigation of Dialect Variation and Spelling: First Graders' Representation of Final Consonant Clusters" (2014). Student Theses and Dissertations. 741.
https://arch.astate.edu/all-etd/741
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Early Childhood Education Commons
