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Showing all 9 results
Direct linkMills, Monique T.; Watkins, Ruth V.; Washington, Julie A. – Language, Speech, and Hearing Services in Schools, 2013
Purpose: To report preliminary comparisons of developing structural and dialectal characteristics associated with fictional and personal narratives in school-age African American children. Method: Forty-three children, Grades 2-5, generated a fictional narrative and a personal narrative in response to a wordless-book elicitation task and a…
Descriptors: African American Children, Elementary School Students, Fiction, Personal Narratives
Craig, Holly K.; Thompson, Connie A.; Washington, Julie A.; Potter, Stephanie L. – Language, Speech, and Hearing Services in Schools, 2004
Purpose: African American students perform disproportionately more poorly on standardized reading assessments than their majority peers. Poor reading performances may be related to test biases inherent in standardized reading instruments. The purpose of this investigation was to examine the appropriateness of the Gray Oral Reading Tests-Third…
Descriptors: Elementary School Students, African American Students, Oral Reading, Reading Tests
Thompson, Connie A.; Craig, Holly K.; Washington, Julie A. – Language, Speech, and Hearing Services in Schools, 2004
Many African American students produce African American English (AAE) features that are contrastive to Standard American English (SAE). The AAE-speaking child who is able to dialect shift, that is, to speak SAE across literacy contexts, likely will perform better academically than the student who is not able to dialect shift. Method: This…
Descriptors: African American Students, Literacy, North American English, Black Dialects
Peer reviewedCraig, Holly K.; Connor, Carol M.; Washington, Julie A. – Language, Speech, and Hearing Services in Schools, 2003
A longitudinal study examined the performance of 50 African American children (ages 4-6) from low- and middle- income homes on a reading comprehension test. Preliminary results indicate two measures predicted later reading comprehension for children from low income homes, use of complex syntax and shape matching. (Contains references.) (Author/CR)
Descriptors: Black Students, Elementary Education, Language Acquisition, Longitudinal Studies
Peer reviewedWashington, Julie A.; Craig, Holly K. – Language, Speech, and Hearing Services in Schools, 1999
This study examined the performance of 59 at-risk, African-American preschoolers on the Peabody Picture Vocabulary Test-III. Student scores were below those reported for the standardization sample, however, the performance spread resulted in a normal distribution of scores. Level of education of the primary caregiver influenced performance.…
Descriptors: Academic Achievement, Black Students, Caregiver Child Relationship, Cultural Differences
Peer reviewedCraig, Holly K.; Washington, Julie A. – Language, Speech, and Hearing Services in Schools, 1995
The prepositional phrases used in free play discourse by 45 African American preschoolers from low-income homes were analyzed. A statistically significant positive relationship was found between amounts of African American English (AAE) form use and relational semantic complexity. No significant relationships were found between simpler…
Descriptors: Black Dialects, Black Students, Dialect Studies, Discourse Analysis
Peer reviewedWashington, Julie A.; Craig, Holly K. – Language, Speech, and Hearing Services in Schools, 1992
This study of 105 low-income, urban, African-American preschool and kindergarten children found that the performance of most of the children on the Peabody Picture Vocabulary Test-Revised was more than one standard deviation below the mean. Findings indicated that the test was not appropriate for use with this population. (Author/JDD)
Descriptors: Black Students, Diagnostic Tests, Kindergarten Children, Language Handicaps
Peer reviewedCraig, Holly K.; Washington, Julie A. – Language, Speech, and Hearing Services in Schools, 1994
This study examined the complex syntax production of 45 pre-school-aged African American boys and girls from urban, low income homes. Results provide quantitative descriptions of amounts of complex syntax and suggest a potential positive relationship between amounts of complex syntax and amounts of nonstandard English form usage in the children's…
Descriptors: Black Dialects, Black Students, Language Acquisition, Low Income
Peer reviewedWashington, Julie A.; Craig, Holly K. – Language, Speech, and Hearing Services in Schools, 1992
This study compared the responses of 28 Detroit (Michigan) low income African-American preschoolers who were speakers of Black English (BE) on the Arizona Articulation Proficiency Scale, using a standard English and a BE scoring procedure. Findings indicated that this test does not require a BE scoring adjustment for northern BE speakers.…
Descriptors: Articulation (Speech), Black Dialects, Black Youth, Culture Fair Tests
