It's not a "laziness" of language that creates dialectical differences
as I first thought when I began this project--these variations are not mispronunciations, but alternate pronunciations.
There are many variables as to these linguistic differences, but many that I have yet to address. Gender? Age?
Socio-economic status? Non English speaker at home? Different English grammar standards at different schools?
How much do these other factors influence the English language and subsequent dialects?
What are the effects of these linguistic variations on reading comprehension
and communication? Should teachers be incorporating these differences into their lesson plans? Should English
teachers attempt to introduce these ideas and where such language changes come from early on in a student's career?
Can dialectical differences lead to reading troubles?
