The development and application of a diagnostic-prescriptive reading programme for West Indian English Creole speakers in the elementary school

This study developed a diagnostic-prescriptive reading programme for nine- to eleven-year-old West Indian English Creole speakers in Metropolitan Toronto. Tests to diagnose their reading problems, and curriculum materials and instructional techniques to improve their reading competence were designed. The theoretical framework for the study was grounded in psycholinguistic research. Thus, features of Ss' linguistic and experiental backgrounds were included in the tests and in the reading programme, which consisted of a combination of the language-experience approach, the teaching of word analysis skills and the use of literature written in Mesolect, Standard West Indian English and Standard English. Fifteen Ss participated in the study. Eight formed the control group and received their reading instruction in Standard English in the regular classrooms. Seven formed the experimental group and received their reading instruction from the researcher. Both programmes were conducted simultaneously over an eight and one-half month period. Data on changes in Ss' reading ability were obtained by administering the Schonell Graded Word Reading Test, the Canadian Tests of Basic Skills - Reading, the reading inventories battery of the Bader Reading and Language Inventory and the tests developed by the researcher. F-tests were run on the pretest scores of both groups to establish homogeneity of variance. The t-test was employed as the statistical analysis of the significance of the differences between the mean pretest and posttest reading performance of both groups. It was hypothesized that (a) West Indian English Creole speakers with reading difficulties who are trained to read with the experimental programme will demonstrate significantly greater gains in reading achievement than the ones who are trained to read with conventional Standard English materials, and (b) the reading ability of Ss who are trained to read with the experimental programme will advance by at least two grade levels by the end of the treatment period. The results of the study confirmed both hypotheses. Side-benefits of the programme were the significant improvements in the experimental Ss' listening, speaking and writing by the end of the treatment period.