Spelling and dialect: Comparisons between speakers of African American vernacular English and White speakers

  title={Spelling and dialect: Comparisons between speakers of African American vernacular English and White speakers},
  author={Rebecca Treiman},
  journal={Psychonomic Bulletin \& Review},
  • R. Treiman
  • Published 1 April 2004
  • Linguistics
  • Psychonomic Bulletin & Review
One characteristic of African American vernacular English (AAVE) is final obstruent devoicing, where the final consonant of a word likerigid is pronounced more like /t/ than /d/. To determine whether this dialect characteristic influences adults’ spelling, African American and White college students spelled words such asrigid andballot, pronounced by either a speaker of their own dialect or a speaker of the other dialect. African Americans, especially those who often devoiced final /d/, were… 
Spelling in African American children: the case of final consonant devoicing
This study examined the effect of dialect variation on children’s spelling by using devoicing of final /d/ in African American Vernacular English (AAVE) as a test case. In line with the linguistic
African American English and Spelling: How do Second Graders Spell Dialect-Sensitive Features of Words?
This study explored the spelling skills of African American second graders who produced African American English (AAE) features in speech. The children (N = 92), who varied in spoken AAE use and word
Improving spelling ability among speakers of African American Vernacular English: An intervention based on phonological, morphological, and orthographic principles
Improving Spelling Ability Among Speakers of African American Vernacular English: An Intervention Based on Phonological, Morphological, and Orthographic Principles. (August 2007) Ramona Trinette
The Spelling of Vowels Is Influenced by Australian and British English Dialect Differences
Dialect-related phonological differences influenced the spelling of both beginning and skilled spellers across both familiar and unfamiliar words.
Relations Between Dialect Variation, Grammar, and Early Spelling Skills
Relationships among African American English (AAE), linguistic knowledge, and spelling skills were examined in a sample of 92 children in grades one through three whose speech varied in the frequency
African American English dialect and performance on nonword spelling and phonemic awareness tasks.
After Grade 2, nonword spelling may be more sensitive to the effects of dialect variation than are phonemic awareness tasks, and it is suggested that spelling might be a more sensitive clinical indicator of difficulties in integrating the phonological and orthographic information needed for fluent decoding skill.
Spelling vowels in British and Australian English 3 Spelling vowels : the effects of dialect on British and Australian children and adults Learning
Two experiments examined the influence of dialect on the spelling of vowel sounds. British and Australian children (6 to 8 years) and university students wrote words whose unstressed vowel sound is
Dialectal and developmental influences on real word and non-word spelling tasks
Spelling development is a linguistic process which involves the interaction of phonological, orthographic, and morphological knowledge (Bahr, Silliman, & Berninger, in press). It is also clear these
How African American English-Speaking First Graders Segment and Rhyme Words and Nonwords With Final Consonant Clusters.
Ryming and phoneme segmentation performance can be influenced by a child's dialect when CVCC words are used and the presence of a model in the real word condition elicited more reduced final cluster responses for both groups.


Dialect and authography: some differences between American and British spellers.
  • R. Treiman, C. Barry
  • Linguistics, Education
    Journal of experimental psychology. Learning, memory, and cognition
  • 2000
Two experiments examined whether American and British university students make different kinds of spelling errors as a function of the differences between their dialects, finding the U.S. students were much less likely to make errors, although they did make other errors that reflected aspects of their dialect.
Effects of Dialect on American and British Children's Spelling
Two experiments were carried out to compare the spelling of children who speak General American English and children who speak Southern British English. The first dialect is rhotic (/r/ may occur
What types of linguistic information do children use in spelling? The case of flaps.
Children use meaning relations among words to aid their spelling before they have formally been taught to do so, and the results show that young children are not purely phonetic spellers as they are often portrayed.
Children's Spelling of Features of Black English.
The assumption that children's errors in oral language are largely responsible for their errors in spelling has been a persistent one. Yet, while this notion has been presented repeatedly to teachers
Is phonology bypassed in normal or dyslexic development?
None of the four predictions of the developmental bypass hypothesis were upheld, and dyslexics were significantly worse than SA (and Reading Age [RA]) controls in phonological coding skill only in adulthood.
Spelling in adults: The role of reading skills and experience
One hundred university students completed tests of spellingproduction, vocabulary, reading comprehension, readingexperience, and reading accuracy (ability to distinguish apreviously read word from a
Surface Dyslexia: Neuropsychological and Cognitive Studies of Phonological Reading
This volume will be of interest to some specialist libraries, but it is to be hoped that Dr Netsell will, in a few years time, produce a book describing his subject in more particular detail than he has been able to here.
THE : Context Sensitivity
The sentence “I’m Spartacus” expresses different propositions when used by different people, because the word “this”, like ‘I�’, is context-sensitive.
Children's Creative Spelling
The author suggests that children can be truly creative in applying their phonetic judgements to the devising of a spelling system and proposes ways for educators to build upon their creativity.