Use of Nonmainstream Features Across Contexts and Grades Among School-Age Students With and Without Developmental Language Disorder.
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| Title: | Use of Nonmainstream Features Across Contexts and Grades Among School-Age Students With and Without Developmental Language Disorder. |
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| Authors: | Hendricks, Alison Eisel1 ahendric@buffalo.edu, Beers, Nathan M.1 |
| Source: | American Journal of Speech-Language Pathology. Sep2025, Vol. 34 Issue 5, p2893-2906. 14p. |
| Subject Terms: | *Students, *School children, Statistical models, Language disorders in children, Research funding |
| Abstract: | Purpose: Language ability measures do not account for complex use of non-mainstream American English (NMAE) features. We examined the impact of conversational context and grade on the use of NMAE features in elementary school, both with developmental language disorder (DLD) and in typical-language peers (TL). Method: Students in kindergarten and first and second grades who speak African American English (AAE; N = 69) completed a language ability measure and story-retell and conversational tasks. Samples were coded, marking 40 NMAE features of AAE. A generalized linear mixed model examined predictive effects of grade, conversational context, and DLD status. Results: The predicted probability of producing NMAE features was significantly higher for children with DLD compared to those in the TL group. The difference across conversational contexts was similar for TL and DLD children, but children with DLD use NMAE features at a higher rate. While there is no difference overall across grades, kindergarteners with DLD produce NMAE features more often than those in first and second grades. This may reflect high usage of NMAE features among kindergarteners with DLD in the story-retell task. Conclusions: Differences across the contexts demonstrate the importance in considering conversational contexts in clinical practice. NMAE features do not suggest risk for language disorders, but understanding differences in the likelihood of producing an utterance with an NMAE feature in those with different language abilities has important implications and can inform the development of accurate assessments in students who speak AAE. [ABSTRACT FROM AUTHOR] |
| Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187737885 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Use of Nonmainstream Features Across Contexts and Grades Among School-Age Students With and Without Developmental Language Disorder. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hendricks%2C+Alison+Eisel%22">Hendricks, Alison Eisel</searchLink><relatesTo>1</relatesTo><i> ahendric@buffalo.edu</i><br /><searchLink fieldCode="AR" term="%22Beers%2C+Nathan+M%2E%22">Beers, Nathan M.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Speech-Language+Pathology%22">American Journal of Speech-Language Pathology</searchLink>. Sep2025, Vol. 34 Issue 5, p2893-2906. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+models%22">Statistical models</searchLink><br /><searchLink fieldCode="DE" term="%22Language+disorders+in+children%22">Language disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: Language ability measures do not account for complex use of non-mainstream American English (NMAE) features. We examined the impact of conversational context and grade on the use of NMAE features in elementary school, both with developmental language disorder (DLD) and in typical-language peers (TL). Method: Students in kindergarten and first and second grades who speak African American English (AAE; N = 69) completed a language ability measure and story-retell and conversational tasks. Samples were coded, marking 40 NMAE features of AAE. A generalized linear mixed model examined predictive effects of grade, conversational context, and DLD status. Results: The predicted probability of producing NMAE features was significantly higher for children with DLD compared to those in the TL group. The difference across conversational contexts was similar for TL and DLD children, but children with DLD use NMAE features at a higher rate. While there is no difference overall across grades, kindergarteners with DLD produce NMAE features more often than those in first and second grades. This may reflect high usage of NMAE features among kindergarteners with DLD in the story-retell task. Conclusions: Differences across the contexts demonstrate the importance in considering conversational contexts in clinical practice. NMAE features do not suggest risk for language disorders, but understanding differences in the likelihood of producing an utterance with an NMAE feature in those with different language abilities has important implications and can inform the development of accurate assessments in students who speak AAE. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187737885 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2025_AJSLP-24-00508 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 2893 Subjects: – SubjectFull: Students Type: general – SubjectFull: School children Type: general – SubjectFull: Statistical models Type: general – SubjectFull: Language disorders in children Type: general – SubjectFull: Research funding Type: general Titles: – TitleFull: Use of Nonmainstream Features Across Contexts and Grades Among School-Age Students With and Without Developmental Language Disorder. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hendricks, Alison Eisel – PersonEntity: Name: NameFull: Beers, Nathan M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10580360 Numbering: – Type: volume Value: 34 – Type: issue Value: 5 Titles: – TitleFull: American Journal of Speech-Language Pathology Type: main |
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