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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 0000-0002-9799-8481), Katherine T. Rhodes (ORCID 0000-0003-2615-0931), Julie A. Washington (ORCID 0000-0001-8333-0192)
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
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  Data: The Growth of Complex Syntax in School-Age African American Children Who Speak African American English
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  Data: <searchLink fieldCode="AR" term="%22Bryan+K%2E+Murray%22">Bryan K. Murray</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9799-8481">0000-0002-9799-8481</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katherine+T%2E+Rhodes%22">Katherine T. Rhodes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2615-0931">0000-0003-2615-0931</externalLink>)<br /><searchLink fieldCode="AR" term="%22Julie+A%2E+Washington%22">Julie A. Washington</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8333-0192">0000-0001-8333-0192</externalLink>)
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  Data: 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
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  Data: 18
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: 10.1044/2024_JSLHR-23-00494
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  Data: 1092-4388<br />1558-9102
– Name: Abstract
  Label: Abstract
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  Data: 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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        Value: 10.1044/2024_JSLHR-23-00494
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      – SubjectFull: African American Students
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Age Differences
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