A review of developmental and applied language research on African American children: from a deficit to difference perspective on dialect differences.

  title={A review of developmental and applied language research on African American children: from a deficit to difference perspective on dialect differences.},
  author={Ida Stockman},
  journal={Language, speech, and hearing services in schools},
  volume={41 1},
  • I. Stockman
  • Published 2010
  • Linguistics
  • Language, speech, and hearing services in schools
PURPOSE The contemporary practices of delivering speech, language, and hearing services in schools reflect palpable gains in professional sensitivity to linguistic and cultural diversity. METHOD This article reviews the dominant research themes on the oral language of African American preschoolers who contribute to such diversity in the United States. Specifically, it contrasts the historical and current frameworks that have guided studies of (a) such children's acquisition and use of English… 

Tables from this paper

African American Children and Adolescents

This chapter focuses on typical and impaired pragmatic language in African American children and adolescents who speak a language variety called African American English (AAE). Examining the

New Branches from Old Roots: Experts Respond to Questions about African American English Development and Language Intervention.

This article uses a question-and-answer format to respond to questions about working with children who speak African American English (AAE) in clinical and educational contexts. The respondents urge

Viewing African American Children’s Oral Language Skills as a Strength

Abstract The purpose of this chapter is to provide an overview of African American children’s oral language skills with the intention of building the understanding of how these skills translate to

Language abilities of Indigenous and non-Indigenous Australian children from low socioeconomic backgrounds in their first year of school

While the Indigenous children attained significantly lower receptive vocabulary scores than the non-Indigenous children, most language sampling measures from the spoken narrative protocol were similar across the two groups of children.

Rates of auxiliary is and are in African American English speaking children with specific language impairment following language treatment

Group and individual results suggest children used auxiliary is and are in dialect patterns at rates consistent with typically developing child and adult AAE speakers, and rates of use may contribute to evidence-based guidelines for morphological intervention with AAE-SLI children.

Dialectal grammatical differences in oral narratives of school-aged Indigenous Australian children

Over-identification of language impairment was identified as a risk when evaluating the language ability of Indigenous Australian children and dialect density was highly variable and greater in the Verb Phrase than in the Noun Phrase or Clause Structure.

Effect of dialect on the identification of speech impairment in indigenous children

The influence of dialect on child speech assessment processes is important to consider in order to ensure accurate diagnosis and appropriate intervention (teaching or therapy) for bidialectal

Standardized Articulation Test Performance of African American Preschoolers in Mississippi

The findings corresponded with Cole and Taylor’s results, indicating that less AA children score below average when the Arizona-3 and PAT-3 articulation tests are re-scored using a new dialect sensitive scoring key, taking AAE dialectal characterisitics into consideration.

Ways of Examining Speech Acts in Young African American Children: Considering Inside-out and Outside-in Approaches

To develop a framework for further study of pragmatic behavior in young children from African American English (AAE) speaking backgrounds, one aspect of pragmatic behavior is explored in this

The Impact of Dialect Density on the Growth of Language and Reading in African American Children.

Findings from this investigation provide converging evidence for accounts in the extant literature particularly supporting a negative relationship between dialectdensity and oral language and between dialect density and reading while also contributing novel longitudinal evidence that suggests that changes in dialect use over time may be driven by oral language skills and that reading and dialect have a reciprocal relationship.



Articulation Test Performances of Low-Income, African-American Preschoolers With Communication Impairments

The findings indicated that this test does not require a BE scoring adjustment for northern children who are speakers of BE, and is suitable for use with standard English speakers.

An assessment battery for identifying language impairment in African American children.

The performances of the group of children with language impairments were significantly lower on each measure than that of chronological age matched African American children who were typically developing.

The Social-emotional Orientation of Mother-child Communication in African American Families

The language abilities of African American children have been linked to their poor school performance for several decades. With limited descriptive evidence about their learning language as an

Performance of African American preschool and kindergarten students on the expressive vocabulary test.

The EVT is culturally fair and appropriate for use with some African American preschool and kindergarten children as part of an early screening battery, and the importance of culturally fair vocabulary measures is discussed relative to this population.

Structural development of the fictional narratives of African American preschoolers.

The Bus Story Language Test (C. Renfrew, 1991) appears to be an assessment tool that is sensitive to structural growth in African American children's narratives from 4 years to kindergarten entry.

Grade-related changes in the production of African American English.

Between preschoolers and kindergartners, and between first through fifth graders, there were no significant differences in the amounts of dialect produced during a picture description language elicitation context, but there was a significant downward shift in dialect production at first grade.

Task Variability Effects on the Language Test Performance of Southern Lower Socioeconomic Class African American and Caucasian Five-Year-Olds.

The African American group earned significantly higher test scores when the items were administered in the thematic mode as compared to the standardized test format, with the major score increases tending to occur on the more complex and difficult items.

Southern African-American English use across groups

The goal of the current work was to examine variations in Southern African-American English (SAAE) in speakers who differed in their age (preschool vs. adult) and place of residency (rural vs.

A Cross-Sectional Developmental Study of Final Consonant Production in Southern Black Children from Preschool through Third Grade

The sounds-in-words subtest of the Goldman Fristoe Test of Articulation (GFTA) was administered to 222 Black children in preschool through third grade. The children resided in rural east central