As speech-language pathologists, our goal is to support every child in reaching their full potential. A recent study titled Non-Standard English Dialects and the Effect of Supplementary Funding on Educational Achievement sheds light on a significant approach to achieving this goal, especially for students speaking non-standard English dialects.
Conducted in British Columbia, this research highlights the impact of supplementary funding on the reading scores of Aboriginal students who speak non-standard English dialects. The findings are both encouraging and instructive for practitioners dedicated to improving educational outcomes.
Key Findings
- Supplementary funding has led to substantial improvements in reading scores among Aboriginal students.
- Districts that utilized this funding saw an increase in reading test score gains by approximately 0.11 standard deviations.
- The policy particularly benefitted students at the lower end of the reading achievement spectrum.
Practical Implications
For practitioners, these findings suggest several actionable steps:
- Advocate for Funding: Encourage school districts to apply for supplementary funding to support students speaking non-standard English dialects.
- Tailored Interventions: Develop targeted literacy programs that address the unique linguistic needs of these students.
- Monitor and Assess: Regularly assess the effectiveness of funded programs to ensure they are meeting the desired outcomes.
Encouraging Further Research
While the study provides robust evidence of the benefits of supplementary funding, it also opens avenues for further research:
- Investigate the specific programs and strategies that are most effective.
- Examine the long-term impact of these interventions on educational achievement.
- Explore the role of supplementary funding in other regions and for other non-standard dialects.
To read the original research paper, please follow this link: Non-Standard English Dialects and the Effect of Supplementary Funding on Educational Achievement.
