A Prekindergarten Curriculum Supplement for Enhancing Mainstream American English Knowledge in Nonmainstream American English Speakers by Jan R. Edwards and Peggy Rosin sets out to evaluate the effectiveness of implementing curriculum of Mainstream American English (MAE) on African American prekindergarten children. More specifically, would it be possible to enhance awareness in Non Mainstream speaking children (NMAE) in recognizing the phonological, morphological, and pragmatic differences between the two dialects. The rational behind this study has several factors that provide a logical reasoning for this particular testing. Firstly, many studies have tried to understand why such a wide ‘achievement gap’ exists between socioeconomic statuses.
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In a study of dialect variation, researches explored whether NMAE children in 1st and 2nd grade could increase the use of MAE and whether this increase would associate with increase language and reading proficiency. (Patton Terry, N., McDonald Connor, C., Petscher, Y., Ross Conlin, C. 2012) It was concluded through this study that children were able to increase MAE production, which lead to greater reading gains from 1st grade to 2nd grade. (Patton Terry, N. et. al). Studies such as this one suggest that there is an advantage in implementing MAE curriculum to students who us a NMAE in order to increase their overall academic proficiency. However, the question remained, would these same results be possible if put into effect before children entered kindergarten? The study of Edwards and Rosin sought out to answer this …show more content…
This activity helps children in their reading, vocabulary and phonics skills. For the purpose of this study, the Time to Rhyme game will assist in providing a morphological and phonological awareness in children who speak a NMAE through the use of a visual and auditory, interactive play activity. This game is age appropriate (ages 4-7) and comes with all the necessary materials including the board game, and associated pictures to rhyme the objects with one another. Rhyming activities have been shown to have a beneficial effective on preschool children in areas of reading, writing, and spelling. (2011 Harper, L.J.) Therefore, Time to Rhyme would be an excellent activity to bring phonological awareness in NMAE speaking children, and it fits within the scope of the TALK program
In a study of dialect variation, researches explored whether NMAE children in 1st and 2nd grade could increase the use of MAE and whether this increase would associate with increase language and reading proficiency. (Patton Terry, N., McDonald Connor, C., Petscher, Y., Ross Conlin, C. 2012) It was concluded through this study that children were able to increase MAE production, which lead to greater reading gains from 1st grade to 2nd grade. (Patton Terry, N. et. al). Studies such as this one suggest that there is an advantage in implementing MAE curriculum to students who us a NMAE in order to increase their overall academic proficiency. However, the question remained, would these same results be possible if put into effect before children entered kindergarten? The study of Edwards and Rosin sought out to answer this …show more content…
This activity helps children in their reading, vocabulary and phonics skills. For the purpose of this study, the Time to Rhyme game will assist in providing a morphological and phonological awareness in children who speak a NMAE through the use of a visual and auditory, interactive play activity. This game is age appropriate (ages 4-7) and comes with all the necessary materials including the board game, and associated pictures to rhyme the objects with one another. Rhyming activities have been shown to have a beneficial effective on preschool children in areas of reading, writing, and spelling. (2011 Harper, L.J.) Therefore, Time to Rhyme would be an excellent activity to bring phonological awareness in NMAE speaking children, and it fits within the scope of the TALK program