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It focuses on African American English (AAE) and describes how mismatches between AAE and General American English (GAE) can slow reading, spelling, and writing development. It outlines goals for identifying instructional, curriculum, and assessment barriers for AAE speakers and proposes ways to modify literacy practices to better support these learners.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-reading-to-african-american-children-when-home-and-school-language-differ/591028/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-reading-to-african-american-children-when-home-and-school-language-differ/591028.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does a mismatch between home and school language varieties affect literacy development?","Question",{"text":111,"@type":112},"Because differences between the language variety children speak at home and the written language variety encountered in books and classroom instruction can slow the development of reading and writing.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What is the main language focus of the article?",{"text":116,"@type":112},"The article focuses on African American English (AAE) and its impact on literacy development, as well as on teaching, assessing, and learning for AAE speakers.",{"name":118,"@type":109,"acceptedAnswer":119},"How are many African American children’s language skills described in the article?",{"text":120,"@type":112},"Many are bidialectal speakers of English, using both African American English (AAE) and General American English (GAE), with GAE becoming especially prominent after entering school.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},591028,1792070969,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Teaching Reading to  \nAfrican American Children  \nWHEN HOME AND SCHOOL LANGUAGE DIFFER  \nILLUSTRATIONS BY OJ IMA ABALAKA  \nBy Julie A. Washington and Mark S. Seidenberg  \nReading depends on spoken language.* This is a simple  \nstatement with profound consequences for children  \nwhose spoken language differs from the language they  \nare expected to read. For most children, the language skills they bring to school will support learning to read, which is mainly learning to understand their spoken language in a new form: print. However, some children’s language skills differ in important ways from the classroom language variety, and teachers rarely receive sound guidance on how to enhance their literacy instruction to meet these children’s needs.  \nTeaching reading to children whose language differs from the oral language of the classroom and from the linguistic structure of academic text adds an additional layer of complexity to reading  \nJulie A. Washington is a professor in the School of Education atthe University of California, Irvine. A speech-language pathologist and fellow of the American Speech-Language-Hearing Association, she directs a Learning Disabilities Research Innovation Hub and the Dialect, Poverty, andAcademic Success Lab. MarkS. Seidenberg is the Vilas Research Professor and Donald O. Hebb Professor in the Department of Psychology atthe University of Wisconsin–Madison, where he also codirects the Language and Cognitive Neuroscience Lab. Seidenberg’s work is supported by the Deinlein Language and Literacy Fund.  \n*The exception is the case of deaf children who use a visual-gestural, rather than spoken, language.  \ninstruction. There is a large and growing body of evidence indicating that language variation impacts reading,1 spelling,2 and writing3 in predictable ways. In particular, it has been demonstrated that mismatches between the language variety spoken by many African American children in their homes and communities and the written language variety encountered in books and other text can slow the development of reading and writing.4  \nThe focus of this article is the impact of one language variety, African American English (AAE), on literacy development and on teaching, assessing, and learning. Our goal is to describe aspects of instruction, curricula, and assessment that may create obstacles to literacy for African American children (compounding the effects of other factors, such as growing up in systemically under-resourced neighborhoods) and to share ways to modify instructional practices to benefit AAE speakers in significant ways.  \nAFRICAN AMERICAN ENGLISH  \nMany African American children are bidialectal speakers ofEnglish. That is, they speak two varieties of English: African American English and General American English (GAE) . Whereas AAE is frequently spoken in the child’s home and community, GAE is used in reading, writing, educational contexts, commerce, and the media. One of the major educational linguistic tasks for schoolaged African American children who speak AAE is to bridge the two varieties in order to develop strong literacy skills. Importantly, for many African American children, particularly those growing up in communities enduring chronic poverty, though GAE may  \n26 AMERICAN EDUCATOR | SUMMER 2021  \nbe encountered through media, such as television, it becomes prominent upon entry into school. GAE is the medium ofinstruction, and in school it is learned through exposure and modeling in the classroom. Also important, not every African American child speaks AAE, although most do.5  \nThe history of AAE has been fraught with social, educational, and political judgments about AAE’s legitimacy and value.6 AAEis a systematic, rule-governed variety of American English spoken by a community of speakers connected by race, culture, identity, and language. That fits the linguistic definition of a “dialect,”but the term is problematic for other reasons. (See “Changing Language About Language Vari","cbCaimnqscK3k4ku","https://ap.wps.com/l/cbCaimnqscK3k4ku","pdf",1447633,"English","# African American English and literacy development\n## Language variation, reading outcomes, and classroom language mismatch\n## Bidialectal speakers: AAE and General American English\n## Social judgments and stigma around AAE\n## Implications for teaching, curricula, and assessment","[{\"question\":\"Why does a mismatch between home and school language varieties affect literacy development?\",\"answer\":\"Because differences between the language variety children speak at home and the written language variety encountered in books and classroom instruction can slow the development of reading and writing.\"},{\"question\":\"What is the main language focus of the article?\",\"answer\":\"The article focuses on African American English (AAE) and its impact on literacy development, as well as on teaching, assessing, and learning for AAE speakers.\"},{\"question\":\"How are many African American children’s language skills described in the article?\",\"answer\":\"Many are bidialectal speakers of English, using both African American English (AAE) and General American English (GAE), with GAE becoming especially prominent after entering school.\"}]","Teaching Reading to African American Children - When Home and School Language Differ | PDF",23]