Abstract

Based on doctoral research, this poster presents the findings of three separate studies carried out over a two-year period, into the impact of children's dialects of English (non-standard English), on their ability to acquire literacy skills, particularly spelling and writing in Standard or School English. Study One was a Pilot Study involving two female participants, to inform possible intervention strategies for the main study, Study Two. Study Two, comprising four treatment groups, included a control intervention in which matched students were provided with typical teaching methods used inthe classrooms of the schools where the studies were conducted. The other three groups received a Dialectal Awareness programme only, a Phonological Awareness programme only, or a combination of the two programmes.

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0215
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada