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Cohesive Adequacy in the Narrative Samples of School-Age Children Who Use African American English
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Horton-Ikard, RaMonda – Language, Speech, and Hearing Services in Schools, 2009
Purpose: This study explored the type and adequacy of cohesive devices that are produced by school-age children who use African American English (AAE). Method: The language samples of 33 African American children, ages 7, 9, and 11 years, were transcribed, analyzed, and coded for AAE use and cohesive adequacy (e.g., personal reference,…
Descriptors: African American Children, Black Dialects, Language Impairments, North American English
A Preliminary Examination of Vocabulary and Word Learning in African American Toddlers from Middle and Low Socioeconomic Status Homes
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Horton-Ikard, RaMonda; Weismer, Susan Ellis – American Journal of Speech-Language Pathology, 2007
Purpose: This study examined the effect of socioeconomic status (SES) on the early lexical performance of African American children. Method: Thirty African American toddlers (30 to 40 months old) from low-SES (n = 15) and middle-SES (n = 15) backgrounds participated in the study. Their lexical-semantic performance was examined on 2 norm-referenced…
Descriptors: African American Children, Toddlers, Language Acquisition, Vocabulary Development
It Is Not Just the Poor Kids: The Use of AAE Forms by African-American School-Aged Children from Middle SES Communities
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Horton-Ikard, RaMonda; Miller, Jon F. – Journal of Communication Disorders, 2004
This study examined the production of African-American English (AAE) forms produced by 69 school-aged African-American children from middle socio-economic status (SES) communities to determine if age would influence: (a) the number of different types of AAE tokens and (b) the rate of dialect. Descriptive data revealed that there were more than 20…
Descriptors: Black Dialects, African American Children, Middle Class, Age
The Influence of Culture, Class, and Linguistic Diversity on Early Language Development
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Horton-Ikard, RaMonda – Zero to Three (J), 2006
Effective intervention for early language delay in minority and poor children is difficult to provide because we know so little about its prevention, assessment, and treatment. This article provides an overview of an "integrative model of minority child development" that considers the influence of social factors such as race and class to explore…
Descriptors: African American Children, Delayed Speech, Economically Disadvantaged, Disadvantaged Youth