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Setting the lssues in Time
lmplications of the Ann Arbor
5 other sections not shown
ability acquired acquisition adults analysis analyzing Ann Arbor decision Appalachian English appropriate aspects assessment tools attitudes behavior bidialectal Black dialect Black speech community BLST CFUA chil child classroom concepts consonant clusters content validity copula criteria dialect differences dialect intervention digraphs easy to forget educational elicit ences English speakers evidence example expected goal grapheme-phoneme guage Guideline HTLD identify instructional strategies intelligence quotients interaction involves language disorders language evaluation language sample learning to read linguistic knowledge marker e.g. morphemes non-mainstream variety nonstandard nonstandard dialect oral reading oral responses patterns performance phonic phonological PPVT problem procedure programs pronunciations psycholinguistic pupils reading instruction rhyming word rules sentences Serbo-Croatian sociolinguistic sound specific standard English structure subtest T. S. Eliot tasks teachers teaching tion underlying UTLD variety of English VBE speakers verbs Vernacular Black English visual perception visual-sound vocabulary vowel