Posted: September 13th, 2017

The problems that speakers of African American Vernacular English face in learning to read standard American English

A) Summarize the problems that speakers of African American Vernacular English face in
learning to read standard American English and the reported successes, failures, and
limitations of the use of dialect readers for overcoming these problems, based on the
journal article “Dialect Readers Revisited” by linguists John Rickford and Angela
Rickford. Then, compare and evaluate the approach to raising achievement levels of
struggling readers in low income schools that is being used in William Labov’s Penn
Reading Initiative, taking into account both the tutoring program and the innovative
reader in standard English (The Reading Road), as well as the role in these of insights
from linguistics concerning the relationships between sounds and letters and dialect
differences.

C) As advances in technology over the past couple of decades have brought video and
computer entertainment into the foreground of the cognitive landscape of children,
their ability to develop the reading and writing skills needed to excel in school has
become a major concern, for both parents and educators. Describe, compare, and
critically evaluate the following two programs for early reading development that have
emerged in recent years, taking into account their design and purpose, their
relationship to linguistic theories of how children acquire language, and how
participants have evaluated them in the videos that their websites (and others) point to.
The first is a commercial program, centered around a DVD, developed by
developmental psychologist Robert Titzer: Your Baby Can Read. The second is a
philanthropically-funded, non-profit read-aloud program centered around books: Bring
me a Book.

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