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Lass, Bonnie

Works: 8 works in 20 publications in 1 language and 2,175 library holdings
Genres: Juvenile works  Fiction  Handbooks and manuals  Stories in rhyme 
Roles: Author
Classifications: PZ8.3.L339, E
Publication Timeline
Publications about Bonnie Lass
Publications by Bonnie Lass
Most widely held works by Bonnie Lass
Who took the cookies from the cookie jar? by Bonnie Lass( Book )
8 editions published between 2000 and 2002 in English and held by 1,692 libraries worldwide
A skunk tries to find out which of his animal friends stole the cookies
The remedial reading handbook by Bonnie Lass( Book )
3 editions published in 1985 in English and held by 247 libraries worldwide
Elementary reading : strategies that work by Beth G Davis( Book )
1 edition published in 1996 in English and held by 217 libraries worldwide
Grade level: 1, 2, 3, 4, 5, 6, 7, e, p, i, t
The relationship between the oral language of Black English speakers and their reading achievement by Bonnie Lass( Archival Material )
4 editions published between 1976 and 1980 in English and held by 7 libraries worldwide
Food and nutrition : Box 2 ( Book )
in English and held by 2 libraries worldwide
A collection of children's books on the subject of food and nutrition
Early literacy kit : Rhyme/Rhythm ( Book )
in English and held by 2 libraries worldwide
Portrait d'un lecteur précoce : mon fils by Bonnie Lass( Article )
in Undetermined and held by 1 library worldwide
Speaking Black and Reading Standard (English) by Bonnie Lass( Book )
1 edition published in 1977 in English and held by 0 libraries worldwide
In this investigation, 72 second-, fourth-, sixth-, and eighth-grade speakers of black English were studied in an attempt to determine whether a relationship exists between the speaking of black English and the reading of standard English. Two variables of oral language were examined: the degree of divergence from standard English and the ability to code-switch from black English to language closer to standard English. It was hypothesized that those children whose variety of black English most closely resembled standard English and those children who were best able to code-switch would be the best readers. The scores for dialect variety and code-switching were correlated with raw scores from the sra Assessment Survey reading subtest. In addition, the oral language variables were correlated with grade level and sex variables. Analysis of the data indicated that the degree of divergence of the subjects' speech from standard English showed no significant relationship to their reading scores, that the ability to code-switch showed no significant relationship to reading scores, and that findings related to grade level and sex differentials were largely nonsignificant. (Gw)
English (19)
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