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Direct linkHendricks, Alison Eisel; Adlof, Suzanne M. – Journal of Speech, Language, and Hearing Research, 2020
Purpose: This study examined the production of morphosyntactic markers by school-age children with and without developmental language disorder. Comparisons were made between students who speak mainstream American English (MAE) dialects and nonmainstream American English (NMAE) dialects. Method: First- and second-grade students (N = 82) completed…
Descriptors: Morphology (Languages), Syntax, Dialects, North American English
Terry, Nicole Patton; Connor, Carol McDonald; Petscher, Yaacov; Conlin, Catherine Ross – Journal of Speech, Language, and Hearing Research, 2012
Purpose: In this study, we examined (a) whether children who spoke Nonmainstream American English (NMAE) frequently in school at the beginning of 1st grade increased their use of Mainstream American English (MAE) through the end of 2nd grade, and whether increasing MAE use was associated with (b) language and reading skills and school context and…
Descriptors: Reading Comprehension, Oral Language, Reading Achievement, Educational Practices
Terry, Nicole Patton – Reading and Writing: An Interdisciplinary Journal, 2006
Relationships among African American English (AAE), linguistic knowledge, and spelling skills were examined in a sample of 92 children in grades one through three whose speech varied in the frequency of morphosyntactic AAE features. Children were separated into groups of high (AAE speakers) and low (standard American English, SAE, speakers) use of…
Descriptors: Language Variation, Grammar, Spelling, Emergent Literacy
