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Bilingual, Bicultural, and Bidialectal StudiesRelated to Reading and Communication Skills:Abstracts of. Doctoral. Dissertations Published in"Dissertation Abstracts International," Januarythrough June 1982 (Vol. 42 Nos. 7 through 12).

.INSTITUTION ERIC Clearinghouse on Reading and CommunicationSkills, Urbana, Ill.

PUB DATE .82

NOTE 13p,; Pages may be marginally legible.

EDRS PRICE MF01/PC01'21us Postage.DESCRIPTORS Annotated Bibliographies; *Biculturalism; *Bilingual

Education; Black Dialects; Black Youth; CommunicationSkills; *Doctoral Dissertations; *EducationalResearch; Elementary Secondary Education; English;English (Second Language); Language Attitudes;Language Usage; Minority Groups;. Miscue Analysis;Reading Attitudes; Reading Comprehension; ReadingInstruction; Reading Programs; Reading Readiness;Reading Skills; Self Concept; Spanish Speaking;Standard Spoken Usage

-ABSTRACTThis collection of abstracts is part of a continuing

series providing information on recent doctoral dissertations. The 22titles deal with a variety of topics, including the, following: (1)black English and reading; (2) academic achievement, self-concept,and attitudes toward reading of students in bilingual and traditionalprograms; (3) cultural and situational differences in children'slanguage, use; (4) the receptive competence of nonstandard speakers of

English in understanding standard English; (5) language proficiencyin the native language and acquisition of second language readingskills in bilingual children at age 12; (6) reading activities amongblack junior high school students; (7) the reading miscues of

learning disabled black English speaking students and theirrelationship to readability; (8) Anglo and Chicano literal, implicit,and scriptal comprehension of ethnic stories; (9) theatre artstraining as 'a means to develop expression and communication skillsfor selected bilingual secondary school students; (10) some effectsof Spanish-English bilingual dramatic television programs on languageattitudes; (11) perceptions of students' characteristics as afunction of standard English and variants of black English speech;and (12) the lexical systems of native and nonnative speakers of

English using word associations. (FL)

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Bilingual, Bicultural, and Bidialectal Studies

Related to Reading and Communication Skills :

Abstracts of Doctoral Dissertations Published in DissertationAbstracts International, January through June 1982 (Vol. 42Nos. 7 through 12)

Compiled by the Staffof the

ERIC Clearinghouse on Reading and Communication Skills

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER(ERIC)."

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The dissertation' titles contained here are published withpermission of-the University Microfilms International,publishers of Dissertation Abstracts International(copyright 1982 by University Microfilms International)and may note reproduced without their proper permission.

This bibliography has been compiled as part of a continuing series designed

to make information on relevant dissertations available to users of the ERIC

system. Monthly issues of Dissertation Abstracts International are reviewed

in order to compile abstracts of dissertations on related topics, which thus

become accessible in searches of the ERIC data base. Ordering information

for the dissertations themselves is included at the end of the bibliography.

Abstr'icts of the following dissertations are included in this collection:

Aguero, RobertoAN INVESTIGATION OF THE RELATIONSHIPSBETWEEN SELF-CONCEPT, MOTIVATION FORSCHOOLING, ATTITUDE TOWARD MATHEMATICSAND READING, AND ACTUAL ACHIEVEMENT INMATHEMATICS AND READING AMONG MEXICANAMERICAN AND ANGLO JUNIOR HIGH SCHOOLSTUDENTS

Armstrong, Hollis MarlonBLACK ENGLISH AND READING

Bloome, David MidhaelAN ETHNOGRAPHIC APPROACH TO TIE STUDYOF READING ACTIVITIES AMONG BLACKJUNIOR HIGH SCHOOL STUDENTS: ASOCIOLINGUISTIC ETHNOGRAPHY

Chretien, Theresa DorisACADEMIG ACHIEVEMENT, SELF-CONCEPT ANDATTITUDES TOWARDS READING OF STUDENTSIN BILINGUAL AND TRADITIONAL PROGRAMS

Dailey, Owen Hernesto 0A STUDY OF STORY PREFERENCE OF THIRDGRADERS, BETWEEN READING PRIMERS ANDSPONTANEOUS STORIES TOLD BY SIMILARCHILDREN IN SAN JOSE, COSTA RICA

Golden, Jean AnnAN INVESTIGATION OF THE EFFECTS OFAN INSTRUCTIONAL READING PROGRAM ONDISADVANTAGED, BLACK HIGH SCHOOLSTUDENTS WITH POOR READING ACHIEVE-MENT

Guthrie, Larry FrankTHE TASK VARIABLE IN CHILDREN'SLANGUAGE USE: CULTURAL ANDSITUATIONAL DIFFERENCES

4

Knopf, James RobertTHE IMPLEMENTATION OF AN INNOVATIVEREADING/LANGUAGE ARTS PROGRAM IN ANURBAN ELEMENTARY SCHOOL

Kulick, Susan,LynnDOES NON-STANDARD LANGUAGE DOMINANCEMAKE A DIFFERENCE? SHIBBOLETHS ANDSKIRMISHES: A STUDY OF THE RECEP-TIVE COMPETENCE OF NON-STANDARDSPEAKERS OF ENGLISH IN UNDERSTANDINGTHE STANDARD

Laureano, AnibalAN INVESTIGATION OF GROWTH IN THECRITICAL READING ABILITY OF PUERTORICAN STUDENTS IN GRADES FOUR,EIGHT, AND TWELVE

Lazos, HectorA STUDY OF THE RELATIONSHIP OF LANG-UAGE PROFICIENCY IN THE MOTHERTONGUE AND ACQUISITION OF SECONDLANGUAGE READING SKILLS IN BILINGUALCHILDREN AT AGE TWELVE,

Levin, Patricia OppenheimA PSYCHOLINGUISTIC ANALYSIS OF THEMISCUES OF LEARNING DI.;ABLED BLACKENGLISH SPEAKING STUDENTS ANDTHEIR RELATIONSHIP TO READABILITY

Putnam, Lynne 112ck

A DESCRIPTIVE STUDY OF TWO PHILO-SOPHICALLY DIFFERENT APPROACHESTO READING READINESS, AS THEY WEREUSED .IN SIX INNER CITY KINDERGARTENS

-2-

Rogers -Zegarra, Nancy EVelynA STUDY OF ANGLO AND CHICANO LITERAL,IMPLICIT, AND SCRIPTAL COMPREHENSIONOF ETHNIC STORIES

Rosenberg, Graciela P.THEATER ARTS TRAINING AS A MEANS TODEVELOP EXPRESSION AND COMMUNICATIONSKILLS FOR SELECTED BILINGUAL SECON-DARY SCHOOL PUPILS

Spangler; Katherine LouiseCHICANO AND ANGLO CHILDREN'S'REACTIONSTO ANGLO-AUTHORED CHILDREN'S BOOKS

Stephenson, June AdelineTHE LONG-TERM EFFECTS OF THE HOPE'PROGRAM UPON-THE ELEMENTARY SCHOOLREADING ACHIEVEMENT OF RURAL APPALA-CHIAN CHILDREN

Stetina, Donald CharlesTHE GROWTH IN READING COMPREHENSIONBY BILINGUAL STUDENTS: AN ASSESSMENTOF SERVICE DELIVERY SYSTEMS

Suarez Cepeda, YolandaTHE EFFECTS OF TELEVISION ON CHILDREN:A PUERTO RICAN STUDY [SPANISH TEXT]

Tafolla, CarmenSOME EFFECTS OF SPANISH-ENGLISH BI-LINGUAL DRAMATIC TELEVISION ONLANGUAGE ATTITUDES

Tucker, CarlenePERCEPTIONS OF STUDENTS' CHARACTERIS-TICS AS A TUNCTION OF STANDARD -ENGLISH-AND VARIANTS OF BLACK ENGLISH SPEECH

Yarmus, Reuben L.AN ANALYSIS OF THE LEXICAL SYTEMS OFNATIVE AND NON-NATIVE SPEAKERS OFENGLISH USING WORD ASSOCIATIONS

AN INVESTIGATION OF .THE RELATIONSHIPS BETWEENSELF-CONCEPT, MOTIVATION FOR SCHOOLING, ATTITUDETOWARD MATHEMATICS AND READING, AND ACTUALACHIEVEMENT IN MATHEMATICS AND READING AMONGMEXICAN AMERICAN AND ANGLO JUNIOR HIGH SCHOOLSTUDENTS Order No. DA8205871MUER°, Role1170, PH.D. The Pennsylvania State University, 1881.113pp. Advieer: Joseph 0. PrewittDiaz

The purpose of the study was twofold. First it was to investigatethe significant differences that may,exist between seffconcept.rnotiveSon for schoolirig, attitude toward mathematics and readingand actual achievement in mathematics and reading among Angloand Mexican American junior high school students. The secondpurpose was to investigate the relationships that may exist behveththe aforementioned variables.

The sample consisted of 102 seventh, eighth, and ninth gradestudents of a rural school in Southwest Texas. Fitty-four MexicanAmerican and 58 Anglo students participated in the study.Thestudents were administered the Piers-Harris Children's Self-ConceptScale, the Motivation for Schooling Subscalo of the Smith & WickSchool Attitude MeasUre, Suydam-Trueblood Attitude TowardMathematics Scale, and the Askov-Trueblood Attitude TowardReading Scale as measures of self-concept, motivaton for schooling,mathematics attitude, and reading attitude, respectively. Mathematicsand reading achievement scores were obtained from the schooldistrict's yearly administration of the California Achievement Test.

Seven hypotheses are made. Hypothesis 1 dealt with theassumption that no significant differences existed between theMexican American and Anglo students in measures of the sixvariables previously cited. The hypothesis was rejected due to thefinding, by an ANOVA technique, that a significant difference didindeed exist in the mathematics achievement variable. MexicanAmerican students achieved significantly lower than Anglo studentsin mathematics. A conclusion was also reached that MexicanAmerican students indicated no significant differences in their self-

____conceptancimotivationfor_schoolingscores in_comparieonio_theAnglo students.

Hypotheses 2, 3, 4, 5, 6, and 7 stated that no significantrelationships existed between the six variables among Anglo, andamong Mexican American students. Using a correlational statisticaltest, all the hypotheses are rejected. The highest, positive correlationsobtained were between students' self-concept and motivation forschooling. Interestingly, mathematics achievement correlated to self-concept to a higherdegree than did reading achievement.

Recommendations for further research derived from the findingsof this study, and recommendations for replication of the study arealso given.

BLACK ENGLISH AND READING Order No. DA8204587Aeasreou, Hows MARLON, PH.D. The University of Michigan,1981.112pp. Chairman: Donald E. P. Smith

School instruction is based on some form of spoken language.Reading requires competency in the language of instruction. Whenthe language of school instruction is similar to the child's spokenlanguage, learning is facilitated. When the language of instruction ismarkedlydifferent from the child's spoken language, learning isimpeded. For many Black children whose primary spoken language isBlack English Vernacular (BEV), learning is impeded because allschool instruction is presented in Standard American English (SAE).While these two language systems are similar in many ways, there areseveral linguistic features of 8EV which are distinctively different fromSAE or -school English." These linguistic differences cause problemsfor speakers of 8EV because of language interference from theprimary language when first exposed to a second language system.

This dissertation reports an attempt to measure the effectivenessof a Criterion Referenced Test (CRT) and instructional program fortraining first-grade children in BEV double negation expressions andSAE equivalents.

*

A Criterion Referenced Test was developed and validated. Itconsisted of 84 items (56 double negation items and 28 SAE singlenegation items). The test required the child to produce the SAEequivalent from BEV in Subtest I and to repeat SAE single negationexpressions in Subtest II. The subtest scores reveal a noticeabledifference in difficulty between equivalent and repetition tasks.

A training program designed to increase bidialectal skills wasdeveloped. The program was presented over an 8-week period, 3days per week, 15 to 30 minutes per day. Two racially mixed first-grade classes constituted the study groups, one containing 26, andone containing 24 students. Mastery (arbitrarily defined as a score of66%) is based on the pfodur,tion of SAE equivalents from BEVexpressions and repetition of SAE negative expressions.

The group receiving training doubled its score (48 to 106) and 92%reached mastery. The nontrained group increased its score by 25%(48 to 59) and 8% reached mastery.

The results were interpreted as indicating that auditorydiscrimination training improves bidialectal skills. It is suspected thatappreciation of language differences by teacher and student may alsobe a factor in improving bidialectal skills.

AN ETHNOGRAPHIC APPROACH TO THE STUDY OFREADING ACTIVITIES AMONG BLACK JUNIOR HIGHSCHOOL STUDENTS: A SOCIOLINGUISTIC ETHNOGRAPHY

Order No.8126483&mac DAVID MICHAEL, N.D. Kent State University, 1981. 420pp.Director: Judith Green,

Ethnographic techniques were used in SA 11-month study of thereading activities of a small group of Black junior high schoolstudents (n a 6). As part of the approach to exploring readingactivities, reading was reconceptuafized as a sociocommunicativeprocess. This perspective allowed for a contextualist view of readingactivities. Through the use of ethnographic techniques such asparticipant observation, ethnographic interviewing, Mad notes,videotaping, and audiotaping, students' reading activities werecaptured as they naturally occurred in the school.

The microanalysis of videotaped claims allowed for the extractionof patterns of sociocommunicative behavior in reading activities. Inaddition-patterns of sociatand-co mmunicativebehavioc-wereextracted from the study of nonclassmoni reading activities. Thesepatterns are viewed as models of social behavior and form one set ofgrounded hypotheses about the nature of the reading activities ofBlack Junior high school students in urban schools. These hypothesessuggest that reading activities need to be viewed within the social andcommunicative contexts in which they occur. The 'sociocommunicative context of reading activities needs to beconsidered in building models of reading as well as in theassessment, implementation, and evaluation of reading instruction.

ACADEMIC ACHIEVEMENT, SELF-CONCEPT AND ATTITUDESTOWARDS READING OF STUDENTS IN BILINGUAL ANDTRADITIONAL PROGRAMS Order No. DA8207812CHRETIEN, THERESA DORIS, PH.D. The Louisiana State University andAgricultural and Mechanical Col., 1981. 244pp. Supervisor.Professor Earl Cheek

This study was designed to investigate the comparative"achievement in reading and mathematics, self - concept, and attitudetowards reading of bilingually educated and traditionally educatedstudents. To determine differences in achievement, 239 third- andsixth-grade students enrolled in bilingual education (French-English)and traditional education classes in St. Martin Parish, Louisiana, werepre- and post-tested with standardized, instruments in wordknowledge, reading comprehension, self-concept, and attitudetowards reading.

The endings were tested statistically at the .05 level In academicachievement, there were significant differences between the twogroups only in mathematics computation, favoring bilinguallyeducated students at the thirdgrade level and traditionally educatedstudents at the sixthrade level. When achievement by group wasevaluated according to the variahies of sex, race and Engfti-speaking level, significant differences were found for only twointeractions: the group /sex interaction for third-grade students on theWord Knowledge Subtest, in which bilingually educated malestudents performed significantly less well than their femalecounterparts and traditionally educated male student; and thegroup /language interaction for sixthgrade students on the ReadingComprehension Subtest in which traditionally educated dominant-English-speaking students performed significantly better than limited -English- speaking students whether they were bilingually ortraditionally educated.

In the nonattademic areas, a significant difference was foundbetween the two groups in see-concept. but only at the sixth gradelevel; this difference favored the bilingually educated students. Therewas no significant difference between the two groups in attitudetowards reading at either grade level.

A STUDY OF STORY PREFERENCE OF THIRD GRADERS,

BETWEEN READING PRIMERS AND SPONTANEOUS STORIESTOLD BY SIMILAR CHILDREN IN SAN JOSE, COSTA RICA

Order No: D A821 2380

DAILar, Owes Harem, PH.D. Michigan State University, 1981.

322pp.

The purpose of this study was to determine whether differencescould be found in student preference between published primermaterial and material generated by students of similar age and grade.and whether differences favor one or the other saute of material.

The review of the literature focused on four areas: (1) preferenceon reading and practice reading, (2) oral language and itsrelationship to reading achievement, (:4n content analysis and itsrelationship to age, grade, and sex varlielesfand (4) primerconstruction practices in Costa Rica. The review indicated thatchildren's language can be used to reflect their experiential

adequate control of extraneous variables as oral language relates toreading achievement that.variables of sex, age, grade and othercontent variables influence students reading preference; and thatprimer construction practices in Costa Rica haw. been affected bylimited knowledge and economic incentives for writers.

The population sampled were third grade boys and girls chosen atrandom from a major urban public school district in San Jose, CostaRica.

The statistical procedures used to quantify the results included achi square test of independence, a West for two sample meandifferences of correlated data, the Fry readability formula, and generaldescriptive statistical measures (frequency counts, rank, andpercentage). The data indicated that: (1) both boys and girls,preferred their own stories over those generated by children of theopposite ellx. or stories taken from their primers; (2) students chosefewer difficult words and score higher on a recall test for informationcontained in the stories preferred the most compared to thosepreferred the least by them; (3) readability for primer stories on anaverage and student generated stories were at grade level, however,primer stories readability range from a high first grade level to amedium sixth grade level; and (4) while there was overlap on thosevariables related to theme, character represented, sex of activity, andage of activity, there was considerable differences between thestories made up by the students and those taken from their primers.

AN INVESTIGATION OF THE EFFECTS OF AN

INSTRUCTIONAL READING PROGRAM ON DISADVANTAGED,

BLACK HIGH SCHOOL STUDENTS WITH POOR READING

ACHIEVEMENT Order No. 8129558

Gotcem, JEAN ANN, Pir.D. The Florida State University, 1981. 103pp.

Major Professor: Joseph Torgesen

This applied research project attempted toascertain whether acarefully structured, highly motivating set of environmental conditionsin an instructional reading program would bring about significantlygreater improvement on several measures of reading achievementand on the classroom behaviors of a group of poor readers than

either the regular high school curriculum or participation in a more ,

traditional remedial reading program. The expetimental design for this

study consisted of pretest and posttest messuris and control group

comparisons.Results auggested that participation in the experimental reading

program led to significantly greater improvement in performance on

two individually-administered oral measuresof reading achievementthan the regular high school curriculum or the traditional remedialprogram. In terms of absolute grade level improvement inperformance, participants in the experimental program progressed atthe expected rate, whereas participants in thetraditional program andthose who received no remedlation made considerably leo thannormally-expected Progress. These endings suggest the/ thispopulation of learners is capabis of progressing at the expected noel

in reading achievement performance. However, without effectiveintervention, they will fall further behind their peers.

These findings were the results of analyses of studentperformance on two individually-administered, oral measures ofreading achievement. Analyses .?tat compared Petformance on Casemeasures with performance on a third measure-a group-administered, written test of reeding achievement-revealed that this

measure did not indicate any significant changes in readingperformance in either of the groups. This finding suggested thateither the measure was insensitive to actual changes in performanceOr that students were failing to learn IMPottat reading skills in boththe experimental and traditional reading programs. stewelleain-the--.regular high school curriculum.

FinallY, in-class observations of studentand teacher behaviorrevealed that Students in the experimental and traditional programsexhibited similar amounts of attending behavior, with more veriability

in the ex mental program. Teachers in the experimental program

exhibited slightly greater amounWolftistructrxial behavior and

feedback, and slightly less noreinstructional behavior.

THE TASK VARIABLE IN CHILDREN'S LANGUAGE USE:CULTURAL AND SITUATIONAL DIFFERENCES

Order No. DA8203475GUTHRIE, LARRY FRANK, PH.D. University of Illinois at Urbana-Champaign, 1981. 214pp.

A mismatch between the language used at home and that requiredfor succossjn school is often cited as a possible explanation for thewidespread educational failure of lower-class minority children. Thebelief is that the way language is used in the home systematicallyplaces minority children at a disadvantage at school. This studyrepresents an attempt to test this hypothesis.

The aims of the study then were, first, to begin to devise a way tocompare language use rather than form across differtnt contexts.Second, the study sought answers to questions concerningsituational differences in children's use of language. Comparisonswere based on the notion of task as defined in regard to socialinteraction. It was argued that what actors understand their task to bewhen engaged in conversation is reflected in their discourse, and amethod for specifying a speaker's task in a given situation wandeveloped.

Natural language of children of different ethnic and social-classgroups constituted the data for the study. Subjects were 20 preschoolci, .dren: five middle-class white, five middle-class black, five lower-class white, and five lower-class black. All children were 4 to 5-yearsold and.attending preschool in New York City. Subjects and theirinteractants were recorded in two comparable situations, one at home',and one at school. These were "dinner" and "directed activity,"respectively. Time of recording in each was approximately 20minutes.

O

Languige tummies were collected through the use of stereo taperecorders and wireless microphones worn by both the target childand a field worker. Written transcripts were made of the recordingsand then coded using the system of conversational acts.Conversational acts (C-acts) represent a taxonomy of speech acttypes which code utterances according to the structure of theutterance, its illocutionary properties, and its general semanticcontent. Frequencies and proportions of these acts within a stretch ofdiscourse served as an index to the tasks of speakers in that situation.Labels for tasks were developed in the course of the analysis.

Analyses were both quantitative and qualitative. First, frequenciesand proportions of C-acts were compared across home and schooldata in terms of ethnic/social-class groups and speakers. Then.based on the frequencies, representative samples of discourse weresubjected to a more interpretive analysis.

It was found that lower-class black mothers prodwed a muchsmaller proportion of C -acts in their conversations with children thandid the other mothers. leathers and mothers of this gr -oup also useda much higher proportion of control acts.

The major differences lay between the tasks of lower-class blackmothers and teachers and those of the caretakers of the othergroups. tt was found that middle-class black and lower-class whiteteachers and children were engaged in "examination" tasks. The taskof the middle-class white group was, in general, one of "direction" forthe adults and "following directions" for children. The lower-classblack teachers and mothers, however, both seemed to see their taskas one of "control."

Results did not *Ippon the mismatch hypothesis as originallyconceived, however. While language use of the lower-ciass blackgroup was very different from that of the others, the tasks of themothers and teachers of that group were quite similar. This findingwas interpreted in terms of a " collaboration" version of the mismatchhypothesis. The thrust of this argument was that lower-class blackchildren are trained both at home and at school to use language inways that ensure their eventual failure in school and the largersociety. How this comes about was discussed.

THE 114I4PLEMENTATION OF AN INNOVATIVE

READING /LANGUAGE ARTS PROGRAM IN AN URBANELEMENTARY SCHOOL Order No. DA8207578

JAMES ROCIRT, Eo.D. University of Pennsylvania, 1981. 313p13-Chairperson: Dr. Shirley B. Heath

The purpose of this study is to describe and analyze the process ofimplementation of an innovative reading/language arts program in anurban elementary school. The program involved children's responsesto literature, oral and written composition and self-selected reading inaddition to investigating and mastering language patterns.

The study concentrated on the role of staff training under theleadership of the principal in the implementation of the PennsylvaniaComprehensive Reading/Communication Arts Plan (PCRP). In orderto have a basis for assessing whether the data had meaning,additional data was gathered regarding the extent to which the planwas implemented. It is hoped that this study will provide the basis foridentifying aspects of staff training that promote or hinder theimplementation process. A major objective was to determine theextent of staff knowledge of the PCRP and their participation in itsimplementation. A limited-assessment of the impact of the PCRP onstudent achievement is included.- The study of the implementation employed an ethnographic

Lpproach with the principal as participant observer. A critical aspectof this type of data collection was the flexibility-built into the process.Datagathering techniques were changed and developed during thestudy. This aided the researcher in uncovering new &its to develop,clarify or refine hypotheses

As a result of the study knowledge was gained concerning:(1). The impact of. other events, in the school setting, which can affectthe change process; (2) The importance of the principal'spreparation in leading the staff in the implementation of a program;(3) The involvement and participation of teachers in the stalldevelopment program; (4) The degree of implementation of thePCRP; (5) The use of ethnographic techniques by the principal togain insights of the implementation process.

DOES NON-STANDARD LANGUAGE DOMINANCE MAKE ADIFFERENCE? SHIBBOLETHS AND SKIRMISHES: A STUDYOF THE RECEPTIVE COMPETENCE OF NON-STANDARDSPEAKERS OF ENGLISH IN UNDERSTANDING THESTANDARD Order No.81 28217Kuucx, SUSAN L.M4, PH.D. New York University, 1981. 238pp.ChairMan: Professor John S. Mayher

This study examined the receptive competence of Hispinic non-' standard English speakers in 13 standard English phenomena. These

phenomena were among those which the non-standard speakers hadcreated alternative structures for, or did net appear to use at all, in',each. The oral comprehension instrument usedquestionscumposed of standard English "translations" of non-standardutterances which had contained these specific phenomena; theoriginal carpus of non-standard utterances upon which theassessment instrument was based had been collected crvcr a periodof eight years from hundreds of *Makers in the population understudy. Over 18 different questioning techniques were utilized in theinstrument and the comprehension of each syntailic phenomena wasassessed by the means which we both most efficient and mostcompatible with it and with the nature of the informants being tested.The assessment data from seven Puerto Rican informants wastranscribed from tapes and analyzed; the informants were originallychosen for their wide range of bidialectal abilities.

The results of the assessment showed that the 13 syntacticphenohtena fell into three ifornewhat overlapping groups in terms ofcompreheneibility. The phenomena which fell into the highcomprehension group were: simple present/continuous tense%subject pronouns, passive voice, and negative contractions. Themiddle comprehension group included: adjective clauses,statement/question word order, object pronouns, adverbial, Putand perfect tenses, and short answer contractions.The lowcomprehension group included: gerund phrases.Pollsellaive% andwould/MP

The study indicated that when a non-standard phonologicaldifferencezoincidedwith a syntactic phenomenon, then there was astrong possibility that comprehension in the parallel standard Englishphenomenon will be affected.

Built in part on Chomsky's distinatjon between competence andperformance, the study demonstrated that such a distinction isAPthhelpful and sensible.

Based on the results of the data, the stuily also came toconclusions about the efficacy of different typesof test questions indetermining comprehension, time nature of non- standard linguistic'systems, variable *Max, and the importance of bidialectallem.Generally, there was some evidence to suggest that some deepstructure differences do exist standard English and Hispanic non-standard vernacular. In addition, evidence showed that non-standardlanguage systems are in evolutionary and developmental flux;combinations of linguistic, psychological, social, and evolutionaryinfluences combine to control the degree of change. And, the datasuggested that syntactic phenomena in non-standard languasystems are variable in nature not because variability is an inherentpan of the system, but because these phenomena are in the middlephases o; linguistic change and share the rules of more than onesystem. .

AN INVESTIGATION OF GROWTH IN THE CRITICALREADING ABILITY OF.PUERTO RICAN STUDENTS INGRADES FOUR, EIGHT, AND TWELVE Order No.8129580LAUNEANO, MASAI.. PH.D. The FloridaState UniversNy. 1981. 128pp.Major Professor: Dr. Edwin Smith' The primary purpose of this study was to investigate thedevelopment in the critical reading abilityof students in grades four,eight, and twelve in the public schools of Ptierto Rico.

Specifically, the research was conducted to determine: (1) Ifthere is growth in the critical reading ability t Rican studentsfrom the elementary level through the hit* school level. (2) If there isa significant difference in the critical reading ability of Puerto Ricanmale and female students. (3) II there is a significant difference in thecritical reeding ability of male and female fourth. eighth, and twelfthgrade Puerto Rican students. (4) What typesof reasoning fallaciesPuerto Rican male and tamale students most often fail to detect

'The .05 alpha level of significance was used as the criterion for the24 hypotheses, which were tested using a two-way analysis ofvariance. The hypotheses stated that there were no significantdifferences in the critical reading ability of Puerto Rican students dueto grade. sex, and the interaction between grade and sex.

The Test of ResienIng Fallacies was administered to 259 subjectsenrolled at three different schools, located in the city of Carolina,Puerto Rico.

The results revealed some growth from the elements!), school '-through the junior high schoolievel, and no growth from the juniorttiph zhool through the high School ievel.*No significandifferenceswere found between majes andlemalts in the ability to detect writtenfallacies; but a significant difference in the ability to detect theAppeal-to-Conformity fallaty was found.

A STUDY OVINE RELATIONSHIP OF LANGUAGEPROFICIENCY IN THE MOTHER TONGUE AND ACQUISITIONOF SECOND LANGUAGE READING SKILLS IN BILINGUALCHILDREN AT AGE TWELVE Order No. 8128714Laws, HECTOR, PH.D. The University of Texas dr Austin. 1981. 3r1pp.Supervisor: George M. Blanco

This descriptive study was conducted from the fall of 1979 to thespring of 1981 in six South Texas and Texas Bader often. Thesubjects were two groups of twenty bilingual children each matchedfor age, SES, ethnic origin and native language. One grotwonsistedof twelve year old Mexican immigrant children who had &trendedMexican schools for three to four years and had enrolled in abilinguakbicultural education program for approximately two years.she other group was corn-prised of tireliiikeer-Old Mexican Ainerteanchildren who began the second language learning at age six andhad been in a bilingual-bicultural program for two to five years.

The purpose of the study was to investigate whether the degree ofproficiency in the mother tongue interrelated with cognitivedevelopment in the second language as demonstrated by sixth gradelevel reading skills. The study expected that children with a fullydeveloped first language.(1.1) would demonstrate greater achievementin second language (L2) literacy skills, than children with a lesserdeveloped L1 proficiency.

The study focussed on the educational treatment,as the variablethat would interact with the child's level of proficiency in L. Anadequate educational treatment where the child would attain athreshold level of cognitive/academic/linguistic/proficiency skills(CALPS), in L1 would predict beneficial cognitive effects asdemonstrated in 12 literacy skills. In other words, the literacy relatedaspects of a bilingual's proficiency in L, and L2 are interdependentWon languages.

The study used five data collection instruments: (1) a Survey ofOral Language Development In a Bilingual-Bicultural Program,(2) Language Assessrrient Scales (I), (3) Tegas Statenurvey of HomeLanguage, (4) Teacher Interview, and*" Parent Interview. To .compare the level of English literacy skills achieved by the twogroups, the study utilized the results of the California AchievementTest (CAT) (1970) Level 15-Form C reading subtests.

Treabrient of the data entailed the tallying of frequency responsesand percentages and measures of central tendency. Some of theresponsesTrom the teacher and parent interview were summarized innarrative form. The CAT scores were analyzed as to degree ofcorrelation and difference of the means tests for level of significance.

The study provides descriptive evidence that the educationaltreatment of Mexican immigrant and Chicano children in South Texasis inadequate and insufficient for the development of CALPS in themother tongue. The study did not support anecdotal evidence, citedby research, that immigrant students from Mexico fare bettereducationally than native-born Mexican Americans. There are severalpossible explanations: (1) while Finnish children probably attendedschool in Finland for five to six years. the Mexican children onlyattended school in Mexico for three to fouryears, and (2) while thelinguistic interaction in the home was not of sufficient quality for thedevelopment of CALPS, the BBE program did not provide for theirdevelopment either.

This study confirms other research evidence that minoritylanguage children need from five to seven years in order to develop L2CALF'S that are necessary for academic success.

A PSYCHOLINGUISTIC ANALYSIS OF THE MISCUES OFLEARNING DISABLED BLACK ENGLISH SPEAKINGSTUDENTS AND THEIR RELATIONSHIP TO READABILITY

Order No. DA8204898LJEVIN, PATRICIA OPPENHEIM, PH.D. The University of Michigan. 1981.190pp. Chairperson: Irene K. Heller

This study began with the position that reading is a meaning act,an interaction between language and thought. The reading process isnot passive but active. The reader selects, transforms and processesinformation to go beyond the information given. The underlyingpurpose of this study was to explore Goodman's original hypothesisthat material is more readable when il more nearly approximates-theoral language of the reader. This study investigated .vhether dialecttrade book stories were more taadable for Black English speakingLearning Disabled students who had a specific disability in the area ofreading. The study, also, investigated the readability of anuncontrolled standard English story with a linguistically controlledstandard English story for Black English speaking Learning Disabledstudents.

Thirty -four Black English speaking students, as determined by theEducation Study Center's Dialect Proficiency Test, frc n upperelementary self-containedLeaming Disability rooms located in a largeinner city school district, read aloud and retold three stylistically,different stories without assistance. The selections included a storywritten in uncontrolled standard English taken from Scott Foresman'sReading Unlimited Series, a linguistically controlled story taken fromBloomfield and Barnhart's text Let's Read, and a Black English tradebook by Greenfield and Steptoe written in standard orthography.

Analysis of the data collected indicate that the two standardEnglish stories are not significantly different in readability. The resultsof this study also indicate that the miscues in this small butrepresentatvesapple of Black English speakers who are two or moreyears below grade placement level and identified as learning disabledwith &specific disability in reading are fewer and of higher quality....ten the dialect of the instructional material more closelyapproximates the dialect of the reader.

A DESCRIPTIVE STUDY OF TWO PHILOSOPHICALLYDIFFERENT APPROACHES TO READING READINESS, ASTHEY WERE USED IN SIX INNER CITY KINDERGARTENS

Order No. DA8207581PUTMAN. LYNNE RICK, Eo.D. University of Pennsylveitia, 1981. 341pp.Chairman: Dr. Morton Batel

Although American educational researchershave beenconducting reading readiness "methods" studies for over 50 years,this study breaks new ground both in its focus, and in itsmethodology.

The primary focus is on the reading-related behaviors of threeclasses of inner city kindergartenersexposed to a curriculum whichseeks to duplicate the kind of "literate environment" common to thehomes of "early readers" (children who learn to read before comingto school, generally without formal instruction).,Thecurriculumemphasizes listening to and dramatizing stories. Spontaneous printingand pretend reading sessions, sustained silent reading periods,auditory analysis activities and the use of a Syllabary. Only oneprevious study has tested a curriculum based on similar researchPrinciples (Durkin, 1974.75), and that study included no observationaldata

A secondary focus is on the reading-relatedbehaviors of threeclissesof inner city kindergartenersexposed to traditional, sub -skillorientefl reeding readiness programs emphasizing workbook andwhole group activities in visual discrithination, auditorydiscrimination, letter naming and comprehension. Despite the factthat the sub -ski' approach to reading has dominated in the U.S. forthe past 50 years, it has never been the subject of a majorobservational siirdy.

Until now, ried.ng readiness studies have relied on pre- and post.lest data. Thus we enter 1981 with virtually no solid data examiningthe learning process children go through in the'classroom. This study,however, is ethnographic in nature. Using field notes. taperecordings, and print artifacts, two sitteresearchars (including theauthor) describe in detail the classroom learning environment andchildren's litsracy.relaied responses in the two kinds of curncularsettings.

The study population consists of,164 children in 6 classrooms in 5Title I eligible Philadelphia schools (two parochial schools, threepublic schools). Of treat number, 156 are black; 7 are white; one isVietnamese. The majority are from low socioeconomic status families.

A STUDY OF ANGLO AND CHICANO LITERAL, IMPLICIT,AND SCRIPTAL COMPREHENSION OF ETHNIC STORIES N.

Order No. DA8207725ROGENS-ZECAREA, NANCY EyElyN, PH.D. University of California.Riverside, 1981. 307pp. Chairman: Professor Harry Singer

Two hypotheses were tested in this study: (1) fifth and eighthgrade Anglo and Chicano subjects when equated on general readingability will be equal in literal levels of comprehension but will diffir inscriptal comprehension, (2) there will be a significant differencebetween the two groups on the reader's store of backgroundknowledge that is necessary for answering scripts! comprehensionquestions for ethnic stories.

A total of 170 students from Southern California anticipated in thestudy. The investigation employed a 2 x 2 x 2 x 2 experimental designwhich was collapsed to a 2 x 2 x 2 design when SESwas shown not tohave a significant main effect. The resulting three variablesconsidered in the analysis were: (1) grade level (fifth and eighth);(2) reading ability (high and low average);'and (3) ethnicity (Angloand Chicano). The students read 12 passages with bicultural content.Literal, implicit, and scriptal comprehension were tested as wasbackground kno'vriedge needed to answer scripts' questioni

The evidence indicated that when Anglos and Chicanos wereequal in general reading ability, the two groups were not significantlydifferent on literal and implicit comprehension. However, the olderand better Chicano readers scored significantly higher than theAnglos on scriptal comprehension of Chicano dories and were equalin their performance to Angles on scriptal comprehension of Anglostories. Thus, Chicanos have an advantage over Angles whenassessed on scriptal comprehension which necessitates use ofbicultural schemata or knowledge structures.

Analysis of each submit of the Background Knowledge Testindicated there were, in general, no significant differences due toethnicity but, ac expected, there were significant differences betweenfifth and eighth graders and between good and poor readers on Anglo. content. However. on the Chicano Background Knowledge subscale,significant main effects were found for grade, reading level andethnicity; the eighth grade Chicano better readers scored significantly .higher than the other three groups. Thus, the hypotheses tested inthis research were confirmed. The results of this investigation provideevidence for the roleof scriptal comprehension in the interactiontheory of reading comprehension.

THEATER ARTS TRAINING AS A MEANS TO DEVELOPEXPRESSION AND COMMUNICATIQN SKILLS FORSELECTED BILINGUAL SECONDARY-SCHOOL PUPILS

Order No. 0A13208566RoSENDEREI, GRACIELA P., Eo.D. Texas MU University. 1961. 137pp.Adviser: David L. Zufelt

Purpose. The purpose of this study was to determine if theater sitegaining increases a students oral expression and communicationsae.

Delimitation. Thisstudy was delimited to an analysis of oral 0language development. The population consisted of focty-fiveselected Hispanic students from Title VII Theater Arts Program inthree secondary schools located in Boston, Massachusetts, duringthe scholastic year 1978.79.

Procedure. A pretest and a posttest to measure oral languagegrowth were developed. Both consisted of three parts: (1) MatchingWords, to measure vocabulary and syntactical structures; (2) PMAFluency, to measure extent of fluency; and (3) Using a Picture with aDaily Life Topic, tape-recorded conversations, to measure phonology,syntactic structures, vocabulary, and fluency. These conversationswere analyzed with an Oral Language Rating Sheet. The pretest wasgiven during the week of November 12. 18,1978 to .elected studentsat three secondary schools in the Boston School System. The posttestwas given during the week of May 6. 12,1979. The total scores werestatistically correlated to asq$rtain extent of progress in each schooland collectively.

Conclusions. The correlation of the pretest and posttest scoresshowed that there was a highly significant progress in oral languagedevelopment for two schools and a significant progress for the otheThe ten students in their second year on the Theater Arts Programdemonstrated some superiority to the first year students in theappropriate measurement, but this superiority was not significant. Intotal, it is to be concluded that students receiving vocabulary andcommunication skills development in theater arts program showedhighly significant progress. Insofar as these students were notstudying in a Spanish language course but their oral languagedevelopment was through a theater arts training program, it wasconcluded in this study that the theater is an effective way to teachlanguage.

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CHICANO AND ANGLO CHILDREN'S REACTIONS TOANGLO-AUTHORED CHILDREN'S BOOKS

Order No. DA8212837SPANGLE" KAllieRtfla LOUISE. PN.D. University of Washington, 1981.228pp. Chairperson: Dr. Nancy MansenKrening

This naturalistic experimental study was designed to answer thequestion, 'What are Chicano children's reading preferences.especially in terms of children's books with Chicano characters?" Theanswer to thisquestion should aid educators in bhossipg readingmaterials that will bid value to their Chicano sludera

The subjects were 180 5th and 8th grade Englishproficient'Chicano and Anglo students from 7 schools in California'sSacramento Valley. The stimulus materials were 24 grade appropriateehildren:s novels, 8 each with Chicano boy, Chicano girl, Anglo boyand Anglo got main characters. The Chicano-character bookswere arandom sample of such books found in public libraries. The Anglo-character books were matched, through a rating process, to theChicano-character books in terms of content, quality and generalinterest bits team of educators. zFor the experiment, teachers read the first chapter of 4 different (books to their classes, after which the children filled in an original 7-item "Preference Questionnaire," a Liked scale which quantified theirreactions to the books. The experiment was replicated with 8cou,sterbalanced sets of 4 books. thereby forming a 2 K2 x 2 x 2 x 6factorial design with 2 organismic variables (ethnicity and sex of thesubjects), 2 repeated dependent measure factors (ethnicity and sex ofthe book characters), and 6 random groups. Arielyeis of variance withrepeated measured was performed with significance at the p <.05level. 0115 main effect and interaction comparisons, only oneinteraction was significant sex by character sex. As predicted,chiloren preferred books with characters of their own sex.

The Important result was the lack of interaction by ethnicity.Chicano children did not prefer books with Chicano characters. Thismay be so because of the poor literary quality, the stereotyping,inauthenticity and negativeness of the Chicano-character books, all ofwhich were written by Anglos.

Recommendations centered around the provision of the best inliterature, and therefore practice in reading, for all, children.Publishers and Chicano writers were especially encouraged todevelop a true Ch:;ano children's literature.

THE LONG-TERM EFFECTS OF THE HOPE PROGRAM UPONTRE.ELEMENTARY SCHOOL READING ACHIEVEMENT OFRURAL APPALACHIAN CHILDREN Order No. DA8207514Srareessorr, JUNE Aoaurra, Eo.D. West Virginia University, 1981.110pp.

This studyknquired into the long-term effects of a preschoolintervention program upon the third and sixth grade readingachievement of rural Appalachian children. The measures of reading'achievement were standardized tests and teacher assessment at bothgrade levels. The effects of the intervention program upon the readingscores were examined in relation to the family variables of birth order, -income and social position, and the child variables of health, PeabodyPicture Vocabulary Test, Primary Mental Abilities Test, Schoolattendance and Sex.

This investigation adopted an ex post fecto research design toexamine the effects of a particular HomeOriented PreschoolEducation (HOPE) program on the third and sixth grade readingachievement of 276 boys and girls. Of these, 82 children experiencedone year of the HOPE interventions, 94 experienced more than oneyear of the HOPE interventions, and 100 experienced no plannedinterventions. The data analysis was carried out by using thestatistical procedures of correlation, one-way analysis of variance,multiple regression analysis, and factor analysis.

The main findings of this study were summarized under the threeheadings of relationships between variables, associations of readingachiever:lent with the HOPE interventions, and the effects of the

HOPE program uport'reading achievement. First, the strongestrelationships were obtained belweren reading achievement and theability variables, however the rernallotng correlation between readingachievement and the family, child and HOPE varisbles were mostly

'positive and significant. Second, the results showed that readingachievement was greater for those children who participated is theinterventions. Third, the effects of the HOPE program, which weremeasured as "effect" scores. indiccted a change of three-tenths andtwo-tenths of a standard deviation in the grade three and grade sixreading achievementscores respecr ealy. While three changes wereincreases, the change for the teacher assessed same at grade threewas a decrease.

In general, the findings of this study suggest that the HOPEinterventions may have had an effect on the reading achievement,nevertheless there Were ktconsistencies in the results. The findingswere discussed and recommendations for future research weresuggested.

THE GROWTH IN READING COMPREHENSION BY

BILINGUAL STUDENTS: AN ASSESSME?'T OF SERVICE

DELIVERY SYSTEMS Order No. DA8205844

STETINA, DONALD CHARLES, Eo.D. George Peabody College for

Teachers of Vanderbilt University, 1961. 162pp. Ma:or,rolessor:William Force

This study evaluates the effectiveness of two differing EnglishSecond Language (ESL) resource instructional methods bycomparing the growth in English reading comprehension made by

132 bilingual students with 51rying foreign language backgroundsbetween January and June of 1980. The 132 subjects were selecteditem the identified 427 least Englishproficient bilingual students outof the total population of 9,500 children enrolled in tno two adjacentpublic school districts situated in a suburban metropolitan area,namely within Cook County is Maine Township near Chicago, Illinois.

Both the ESL instructional programs were of the resource type sothat all of the subjects spent at least half of their school day in aregular heterogeneous classroom. The control group, consisting offifty-five bilingual students, received "intermittent" ESL resourceinstruction at least two or three days per week during an eighteeri-week period. The experimental group, consisting of seventy-sevenbilingual students, received "concentrated" ESL resource instructiona portion of every school day over a twelve week period. Both thecontrol and the experimental groups received the equivalentESLinstructional resource time of 7,200 minutes during the study!

Differences between the two ESL resource instruction vamps in

sample size, mental ability, and initial English proficiency wereadjusted through analysis of covariance. The concentrated (daily)ESL resource instructional group made significantly greet& gainsthan the intermittent ESL resource instructional group in reading inEnglish as measured by the higher scores on all of the evaluativemeasures, namely the GatesMcKillop Reading Diagnostic Test aswell as on the Peabody Individual Achievement Test.

A subsequent additional inquiry identified four variables:(a) number of students in ESL resource instructional group;(b) regular classroom grade average; (c) participation in socialactivities; and (d) number of years in school, from a pool of thirty-four

variables as those that contributed most to the gate in Englishreading conprehension achievement as measured by all the ,evaluative criteria. This analysis was performed on the combined 132bilingual student population in this study according to the proceduredeveloped in the step-order regression program of the StatisticalPackage for the Social Sciences (SPSS).

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THE EFFECTS OF TELEVISION ON CHILDREN: A PUERTORICAN STUDY. (SPANISH TEXT] Order No. DA8211750SUAREZ COMA, TOLANOA, Eo.O. University of Massichussiffs. 1982.309pp. Oirectv: Professor Eno V. Nutta

This study was designed to investigate the effects of televisionviewing on children's language, reading skills, creativity andaggression. The control group consisted of children who neverwatched television and the experimental group were composedchildren who viewed television. -

The sample consisted of 196 third, fourth and fifth gradersattending two different schools in Naguabo, Pueito Rico.

The statistical analysis of the data indicated that the primer 01television viewing had an adverse effect on the reading and languageskiNs of the children. Youngsters in the study who were not televisionviewers reflected greater mastery of language and reading skills thantheir counterparts that viewed television. In addition, further analysiswere conducted to control the effects of sex, grade, mental ability andsocioeconomic status.

As evidenced by.the study, it was discovered that televisionviewing affected the language skills of all ma* children of averageintelliectual ability (from percentiles 26 to 75) and of low soda-economic status.

Moreover, it was also clear, of the childrenthat thewere by extensive television viewing. This factor wasespecially this among children of both sexes and of average to highintellectual ability, low 'Oen-economic status.

In regard to the Torrance Creativity Test. children who watchedtelevision obtained higher scores than their contsrparts who were notviewers. Significant differences were evidenced in the subtests ofOriginality and Elaboration to favor of the children who were regulartelevision viewers.

In light of the evidende, children who viewed television on aregular basis were eivaltiated more frequently as being much moreaggressive than children who were nonviswers. With respect tointellectual ability as the independent variable, it was further notedthat viewing 'television did Aid children of average to aboveintellectual kwel. In adddon, the effect of television on aggression didnot differ by age, sex and ,t .cideconornic status.

SOME EFFECTS OF SPANISHENGLISH" BILINGUALDRAMATIC TELEVISION ON LANGUAGE ATTITUDES

Order No. DA02013262

TAFOLLA, CARMEN, PH.D. The University of Texas at Austin, 1981.

104op. Supervisor: Joseph H. l'atitn.lt

This study examined some effects of viewing bilingual dramatictelevision on the language attitudes of third graders. The studyfocused on five scales of language attitudes: Attractiveness of .

Spanish, Attractiveness of English, Attractive of Other Languages.Attractiveness of Bilingualism. and Intelligence ofiNfinguals.

One hundred forty-two students from two school districts inSouthceintral Texas were selected to participate in the study. The 70experimental subjects viewed a half-hour of Sonrisas bilingualdramatic television a day for 15 class days. Both control andexperimental groups were pre and posttested with the five attitudes

scales mentioned above:The hypotheses predicted that for each of the ethniclangu age -

groups studied (i.e., Mexican-American bilingual, Mendc.anAmeriCanEnglish-speaking monolingual, and Anglo-American Englishspriskingmonolingual), viewing Sonrisas would enhance attitudes towardbilingualism, and towardlhe Spanish language. but would not,diminish attitudes toward the English language. The data were thansubjected to three statistical procedures: (1) Nests to detect anyinitial differences between the three ettiniclanguage groups in thecontrol and experimental conditions, (2) Nests for correlated meansfor prepost differences for each condition, and (3) analyses ofcovariance for control and experimental group differences.ontheposttests with adjustment for pretest scores and for previousexposure to bilingual television.

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No significant differences between pre- and posttest scores wereevidenced for any of the control attiniclanguage groups. Theexperimental group, however, showed significant positive gainsbetween pre- and posttests in attitudes toward Attractiveness atSpanish and Attractiveness of Bilingualism for two of the ethnic -language groups: The Mexican-American monolingual and the Anglo.;Amsrican monolingual. There was no change in Attractiveness ofEnglish for any of the experimental ethnic-language groups.

The results seem to indicate that even short-term viewing of, "dramatic television can enhance attitudes toward Spanish andbilingualism within at least some ethniclanguage groups. Two of thethree athniclanguag* groups studied showed significantimprovements in these attitudes. In addition, viewing of bilingualtelevision did not diminish attitudes toward English among any of thesihniclanguags groupastudied.

PERCEPTIONS OF STUDENTS' CHARACTERISTICS AS AFUNCTION OF STANDARD ENGLISH AND VARIANTS OFSLACK ENGLISH SPEECK' Order No. DAI3211657TUCKER, CARLE/NE, PH.D. The University of North Carolina at ChapelHill, 1961. 131pp. Supstvisor: John B. Carroll

This dissertation examined the question of whether judgments ciOudent characteristics are influenced by dialectal variations inspeech patterns. Following the "guise" technique originallydeveloped by W. Lambert and his colleagues at McGill University. Ivawell-educated female black 'caskets read aloud into a tape recordera brief passage once in each of Ave guises: Standard English, BlackEnglish, and three variants of Black English in which certain featuresof that dialect appeared: a "Th" variant In which tht "th" sounds ofEnglish were either suppressed or altered to "r, a "verbmodification" variant in which standard English verb forms werereplaced with Black English forms, and a "final consonantef.iplification" variant in which final consonants were dropped. Withcounterbalancing for speakers, each of SO subjects (34 of whom werezartiffsd teachers, the remainder psycnology students) heard, on

. tape, speakers in each of thefive guises and rated the speakers on aseries of characteristics, mostly related to intelligence and schoolsuccess such as: likability, brightness, clarity of speech, sock-economic status (S.E.S.), education; student ability, grammar, classlevel in spelling, vocabulary, speaking &bilk. articulateness ofspeech, class level in math, pronunciation, suiiebility for college,knowledge end ethnicity. Independent varirbles studied in thesubjects were race (black/white), neighborhood background(urban/suburban), and region of origin (three groups of states).Results yielded few significant relationships between perceptions end.subjects' race, region of origin, or neighborhood background. MonYsignificant duff firenCelithOWNIIIG AIM found as a function of the Aveguises.

Perceptions of students' charactsristicslie positively correlatedto the S.E. guise as the S.E. guise received sigaificantlY higher ratingson most variables. The consistently lower ratings on the B.E. guisesuggest that nonstandard speech with multiple nonstandard featuresis negatively coketated with perceptions of students' charaitaristicsand that multiple nonstandard features are perceived more negativelythan fewer nonstandard features. The fact that the speakers in theV.M. guise received consistently lower ratings than did the F.C.S. andthe Th speakers suggests that perceptions of students'characteristics also vary according to types of nonstandard features.

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AN ANALYSIS OF THE LEXICAL SYSTEMS OF NATIVE ANDNOPiNATIVE SPEAKERS OF ENGUSH USING WORDASSOCIATIONS Order No. 0A6210573

* Yarn us, Ramo L. Eo.D. Torn* University, 11M1. 99pp. Major ._:Adviser..0c,Donsid Knapp l , o '

00Ntative differences in woMitiend -*mac -responses generatedby nonnative and native English language studentsserve as the basisfor exploration of lexical systems.

Two forms of a sixty item written free word association test baudthe Psiermo and Jenkins (1964) test are developed and

to two hundred non-native English language students atbe interrnediete. high inter mediate and advacted

levels and two hundred native English language studentsat age and inft same high Sennoillsdine,TwentYfsur

word associationsresponses are evaluated and analyzed*Weeny by frequency tabulations, chi squares and Pearson

montent correlatoncts.--

Word association responses are evakatectinsorder to determine-Occurs as stimulus words are apprehended, as stimulus words

processed internally and as response words are generated. Intame d stimukis apprehension, missing and miscued responsesareevaluated. For internal processing, primary, syrionymous,antonymous, coordinate, superordinate, subordinate; syntagmatis,tieradigmatkind marked responses are analy zed. For response'generation, non sequitur, unreadable and misspelled responses areassessed.

- Associations are interpreted in this study in light of PMget's workin cognitive adaptation as a process during which stimulus wordsareapprehended and then assimilated to and accommodated by a pre.existing network of stored lexical units. Response words aregenerated as tresult of the subject's active matching of stimulus andresponse words based upon the salience of features of the stimuluswords and the range of responsesevailable in the lexical network

Previous ertax acquisitionstudies such as that of Outay and Burt(1975), have demonstrated how the learner utilizes complex- and ,

powerful cognitive constructs to internalize the grammatical rules',Mich govern language behavior. This study offers support for theinterpretation of vocabulary acquisition as a creative constructionprocess. . . .(Authoes abstract exceeds stipulated maximum length.-Discontinued here with siermisslon of school) UMI

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