In order to teach reading effectively to students who use a nonstandard dialect, the teacher must accept and understand the systems and patterns of that dialect. He can then help his students avoid the characteristics of their dialect which lead to confusion in communication, promote their accurate decoding of standard English as they learn to…

This study was concerned with the presentation of character in children's books set in the southeastern United States. Thirty-six books of realistic fiction, recommended by authors of six college-level children's textbooks, were analyzed in terms of characters and methods of characterization. Among the findings of the study were the following: (1)…

The protocol materials on phonology in black nonstandard dialects prepared for use by a group of elementary teacher trainees are described. The thirteen phonological concepts studied include: (1) free variation of sounds or full phonemes; (2) the loss of the /r/ phoneme, except in initial position in a syllable; (3) the omission of final single…

The 25 communities that were chosen for the Indiana portion of the Linguistic Atlas of the United States project were selected in part to provide coverage of an area but in some instances because of their early settlement, location on a migration route, or geographical features. Data were collected by means of a questionnaire which contained…

Abstracts of 23 addresses given at the Sixteenth Annual Conference on Linguistics are presented in this report. The papers given at the conference deal with French, American English, English, Japanese, Cantonese, Latin, and Proto-Indo-European and cover a wide variety of topics, including dialectology, form classes, grammar, and semantics. The…

The second volume of a three-volume series on Russian dialects is a chrestomathy of Russian dialect texts. It contains materials from nine geographic regions; the transcribed texts are listed by location of origin within a geographic region. A glossary is provided. The texts appear in dialect form and enable the student to compare dialects with…

Cape Barren English is clearly the most aberrant dialect of English spoken in Australia. Descended from English sealers, whalers and ex-convicts and their Aboriginal wives, the inhabitants of Cape Barren Island, Tasmania, have lived in relative isolation for the last 150 years or more. Their dialect is not a creolized pidgin; it has a number of…

The purpose of this study was to analyze and compare the oral reading strategies of average and below-average readers in grades four, five, and six who were speakers of Hawaiian Islands dialect. Fifty subjects from Keaukaha School on the island of Hawaii composed the sample group. Subjects were selected on the basis of their standardized test…

Discusses grading problems encountered in southern dialect writers' themes and makes a distinction between regulative and constitutive rules. (MKM)

The range of feeling among scholars, activists and teachers on the subject of the desirability of the dialect of the Spanish Southwest is discussed. Bilingual education teachers must have special preparation in the dialect to deal with students speaking this form of Spanish. (CHK)

Attempts to classify the differences between Quebec French and Standard French, and contrasts arguments in favor of integrating Quebec French with the Standard with arguments in favor of maintaining lexical separation. (Text is in French.) (CDSH/CLK)

Points out that the linguistic rules of one's dialect determine what one hears and that items on tests of auditory discrimination may prove difficult for adults and nearly impossible for children. (JM)

Proposes a method for describing the relationship between writing error and style shifting rates across communicative situations. Finds that errors diminished in proportion to the tendency of students to select grammatical features that are shared by Black American English and Standard American English in formal communicative situations. (RAE)

Describes a study which addressed three questions: (1) Do Hawaiian-English children have the same general ability to understand connected discourse as their standard English-speaking peers? (2) Do they have more difficulty understanding standard English than their own dialect? and (3) Can they more easily understand standard English by making…

Presents the phonological system of the Zhangpu dialect and the characteristics that differentiate it from the other Southern Min dialects. Notes that the phonological system of the Zhangpu dialect is close to the Zhangzhou dialect but that the aspirated affricate /+s'-/ in Zhangzhou is the voiceless fricative /s-/in Zhangpu. (SED)