Intelligence and achievement in first-grade black children.

1975 ◽  
Vol 43 (1) ◽  
pp. 112-112 ◽  
Author(s):  
Trevor E. Sewell ◽  
Roger A. Severson
Keyword(s):  
First Grade ◽  
Black Children

scholarly journals Hypercorrection and grammar change

1976 ◽  
Vol 5 (1) ◽  
pp. 105-107 ◽  
Author(s):  
Carol W. Pfaff
Keyword(s):  
First Grade ◽  
Black Children ◽  
Black English ◽  
Linguistic Variables ◽  
Middle Income ◽  
Verb Forms ◽  
Third Person ◽  
Main Verb ◽  
Answering Questions ◽  
Low And Middle Income

Pfaff (1973, 1975) reports on 81 low- and middle-income first-grade Black children who produced multiple instances of linguistic variables by answering questions about a set of pictures and telling the story of Goldilocks and the three bears. No models were given of the linguistic variables under investigation, which included a number of third person singular present-tense verb forms: -s inflection of regular verbs, auxiliary and main verb be, auxiliary and main verb have, auxiliary do and possessive marking on nouns. Standard marking of all of these linguistic variables has been shown by previous studies of free conversation to be variably lacking in Black English (Labov, Cohen, Robins & Lewis 1968; Fasold 1972).

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

A Developmental Study of Intonation Recognition

1968 ◽  
Vol 11 (4) ◽  
pp. 825-832 ◽  
Author(s):  
Marilyn M. Corlew
Keyword(s):  
Significant Interaction ◽  
Multiple Choice ◽  
Semantic Content ◽  
First Grade ◽  
Choice Test ◽  
Developmental Study ◽  
Multiple Choice Test ◽  
The Third ◽  
Matching Test ◽  
Better Than

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.

Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

2008 ◽  
Vol 15 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Frank R. Vellutino ◽  
Haiyan Zhang
Keyword(s):  
Early Intervention ◽  
Reading Disability ◽  
Intervention Studies ◽  
Intervention Study ◽  
Reading Difficulties ◽  
First Grade

Abstract This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

Black Children Need Permanent Homes

1978 ◽  
Vol 23 (8) ◽  
pp. 567-567
Author(s):  
CLARA VALIENTE BARKSDALE
Keyword(s):  
Black Children

The Development and Socialization of Black Children

1986 ◽  
Vol 31 (12) ◽  
pp. 956-958
Author(s):  
Bernadette Gray-Little
Keyword(s):  
Black Children
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