The Growth of Complex Syntax in School-Age African American Children Who Speak African American English
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| Title: | The Growth of Complex Syntax in School-Age African American Children Who Speak African American English |
|---|---|
| Language: | English |
| Authors: | Bryan K. Murray (ORCID |
| Source: | Journal of Speech, Language, and Hearing Research. 2024 67(6):1832-1849. |
| Availability: | American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Institutes of Health (NIH) (DHHS) |
| Contract Number: | 1R24HDO754501 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 2 Primary Education Grade 3 Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Syntax, Black Dialects, African American Students, Grade 2, Grade 3, Grade 4, Grade 5, Elementary School Students, Language Usage, Language Acquisition, Age Differences |
| Assessment and Survey Identifiers: | Test of Language Development |
| DOI: | 10.1044/2024_JSLHR-23-00494 |
| ISSN: | 1092-4388 1558-9102 |
| Abstract: | Purpose: Syntax provides critical support for both academic success and linguistic growth, yet it has not been a focus of language research in school-age African American children. This study examines complex syntax performance of African American children in second through fifth grades. Method: The current study explores the syntactic performances of African American children (N = 513) in Grades 2-5 on the Test of Language Development--Intermediate who speak African American English. Multilevel modeling was used to evaluate the growth and associated changes between dialect density and syntax. Analyzed data were compared both to the normative sample and within the recruited sample. Results: The results suggest that dialect density exerted its impact early but did not continue to influence syntactic growth over time. Additionally, it was not until dialect density was accounted for in growth models that African American children's syntactic growth resembled normative expectations of a standardized language instrument. Conclusion: The current study suggests that failure to consider cultural language differences obscures our understanding of African American students' linguistic competence on standardized language assessments. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1429446 |
| Database: | ERIC |
| Abstract: | Purpose: Syntax provides critical support for both academic success and linguistic growth, yet it has not been a focus of language research in school-age African American children. This study examines complex syntax performance of African American children in second through fifth grades. Method: The current study explores the syntactic performances of African American children (N = 513) in Grades 2-5 on the Test of Language Development--Intermediate who speak African American English. Multilevel modeling was used to evaluate the growth and associated changes between dialect density and syntax. Analyzed data were compared both to the normative sample and within the recruited sample. Results: The results suggest that dialect density exerted its impact early but did not continue to influence syntactic growth over time. Additionally, it was not until dialect density was accounted for in growth models that African American children's syntactic growth resembled normative expectations of a standardized language instrument. Conclusion: The current study suggests that failure to consider cultural language differences obscures our understanding of African American students' linguistic competence on standardized language assessments. |
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| ISSN: | 1092-4388 1558-9102 |
| DOI: | 10.1044/2024_JSLHR-23-00494 |
