ERIC Number: EJ902883
Record Type: Journal
Publication Date: 2005-May
Abstractor: As Provided
Reference Count: 0
Oral Language Expectations for African American Children in Grades 1 through 5
Craig, Holly K.; Washington, Julie A.; Thompson, Connie A.
American Journal of Speech-Language Pathology, v14 n2 p119-130 May 2005
Reference profiles for characterizing the language abilities of elementary-grade African American students are important for assessment and instructional planning. H. K. Craig and J. A. Washington (2002) reported performance for 100 typically developing preschoolers and kindergartners on 5 traditional language measures: mean length of communication units, amount of complex syntax production, number of different spoken words, responses to "wh"-questions, and understanding of active/passive sentence construction. The present study reports performances on the same measures for 295 typically developing African American children in the 1st through 5th grades. Findings revealed increasing performance scores with increasing grades on 4 of the tasks. A ceiling effect was evident on the task that assessed comprehension of active and passive voice. Gender, socioeconomic status, and community influenced the values in systematic ways, and responses to requests for information varied relative to vocabulary skill. These measures are recommended for inclusion in culturally fair assessment protocols designed to characterize the language abilities of elementary-grade African American students.
Descriptors: African American Students, Elementary School Students, Oral Language, Vocabulary Skills, Syntax, Language Skills, Gender Differences, Socioeconomic Status, Environmental Influences
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: email@example.com; Web site: http://ajslp.asha.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5
Authoring Institution: N/A