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The Role of Racial Congruence in Early Educator-Child Linguistic Interactions: Implications for African American Learners
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Tanya M. Lewis-Jones – ProQuest LLC, 2024
The current study examines the contribution of racial congruence on young children's speech and language production to determine if African American children produce more or different language with an African American assessor, as opposed to a White assessor. Participants for the current study were selected from a larger group of children…
Descriptors: African American Children, Whites, Racial Factors, Children
All Write! How Black and White SLPs Rate the Written Narratives of Black Students
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Denisha Campbell – ProQuest LLC, 2024
The field of speech language pathology has made continuous efforts to center cultural responsivity in clinical practice in order to adhere to systematic shifts aimed at centering equity for all individuals. However, it is necessary to examine how speech-language pathologists (SLPs) manage the demands of culturally responsive practice when…
Descriptors: Speech Language Pathology, Allied Health Personnel, African American Students, Cultural Relevance
Nonword Repetition across Two Dialects of English: Effects of Specific Language Impairment and Nonmainstream Form Density
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McDonald, Janet L.; Oetting, Janna B. – Journal of Speech, Language, and Hearing Research, 2019
Purpose: Nonword repetition (NWR) has been proposed as a culturally and linguistically fair measure of children's language abilities that is useful for the identification of specific language impairment (SLI). However, Moyle, Heilmann, and Finneran (2014) suggested that the density of a child's nonmainstream forms also influences NWR in ways that…
Descriptors: Language Skills, Identification, Language Impairments, Black Dialects
Specific Language Impairment in African American English and Southern White English: Measures of Tense and Agreement with Dialect-Informed Probes and Strategic Scoring
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Oetting, Janna B.; Berry, Jessica R.; Gregory, Kyomi D.; Rivière, Andrew M.; McDonald, Janet – Journal of Speech, Language, and Hearing Research, 2019
Purpose: In African American English and Southern White English, we examined whether children with specific language impairment (SLI) overtly mark tense and agreement structures at lower percentages than typically developing (TD) controls, while also examining the effects of dialect, structure, and scoring approach. Method: One hundred six…
Descriptors: Black Dialects, Whites, Scoring, Language Impairments
"Va-et-Vient," the Goin' and Comin' of Infinitival 'TO': A Study of Children with and without Specific Language Impairment in Cajun English
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Andrew Mandell Riviere – ProQuest LLC, 2016
The purpose of this study was to examine Cajun English (CE)-speaking children's marking of infinitival TO. To do this, CE-speaking children's marking of infinitival TO was compared to the marking of infinitival TO by Southern White English (SWE)- and African American English (AAE)-speaking children. Marking of infinitival TO also was examined as a…
Descriptors: Speech Impairments, Dialects, Kindergarten, Young Children
Marking of Tense and Agreement in Language Samples by Children with and without Specific Language Impairment in African American English and Southern White English: Evaluation of Scoring Approaches and Cut Scores across Structures
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Oetting, Janna B.; Rivière, Andrew M.; Berry, Jessica R.; Gregory, Kyomi D.; Villa, Tina M.; McDonald, Janet – Journal of Speech, Language, and Hearing Research, 2021
Purpose: As follow-up to a previous study of probes, we evaluated the marking of tense and agreement (T/A) in language samples by children with specific language impairment (SLI) and typically developing controls in African American English (AAE) and Southern White English (SWE) while also examining the clinical utility of different scoring…
Descriptors: Morphemes, Grammar, Dialects, African Americans