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A Mixed Methods Study of Oral Narration in African American Students in Gifted Education Programs |
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Monique Mills - University of Illinois at Urbana-Champaign
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| SRCLD Year: |
2008 |
| Presentation Type: |
Poster Presentation |
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| Presentation Time: |
(na) |
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| - Dialectical Variation |
| - Language Acquisition |
| - Literacy |
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The current study employed a mixed methods approach to investigate oral narration as an index of verbal language skill in typically developing African American students, grades two through five, enrolled in gifted and general education programs. The rate of occurrence of African American oral tradition features, including African American English (AAE) and rhetorical features, vocabulary diversity, and general language skill in the oral narratives of African American students were calculated. Preliminary findings indicated that AAE tended to be spoken at a higher rate in children enrolled in gifted education programs than in children enrolled in general education programs. Stories produced in the story prompt and the wordless book conditions both tended to be influenced by an African American oral tradition. Semi-structured interviews demonstrated that older students’ perceptions of good storytelling and of verbal intelligence tended to more closely match teachers’ perceptions of these phenomena than do those of younger students.
Funding for this dissertation study was provided by the state of Illinois' Diversifying Higher Education Faculty in Illinois (DFI) Program.
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