This investigation examined grade as a source of systematic variation in the African American English (AAE) produced by students in preschool through fifth grades. Participants were 400 typically developing African American boys and girls residing in low- or middle-income homes in an urban-fringe community or midsize central city in the metropolitan Detroit area. Between preschoolers and kindergartners, and between first through fifth graders, there were no significant differences in the amounts of dialect produced during a picture description language elicitation context. However, there was a significant downward shift in dialect production at first grade. Students who evidenced dialect shifting outperformed their nonshifting peers on standardized tests of reading achievement and vocabulary breadth.

This study examined the performance of 59 at-risk, African American preschoolers on the Peabody Picture Vocabulary Test-III (PPVT-III, Dunn & Dunn, 1997). The subjects were considered at-risk based on low-income status and/or social status variables such as family density and teenage parents. A mean standard score of 91 and a standard deviation of 11 were achieved by these children. Although these scores are below those reported for the PPVT-III standardization sample, the performance spread resulted in a normal distribution of scores. Differences in performance based on gender and income were not apparent, but level of education of the primary caregiver significantly influenced performance. The findings indicate that unlike the Peabody Picture Vocabulary Test-Revised (PPVT-R, Dunn & Dunn, 1981) the PPVT-III is a culturally fair instrument that is appropriate for use with this population.

This study describes nonstandard syntactic and morphological forms used by 45 poor, urban, 4- to 5.5-year-old African American boys and girls. Distributional analyses revealed three subgroups distinguished by the percentage frequencies of occurrence of utterances containing specific forms, and by the predominant types used by each group. Implications for characterizing the linguistic productions of young African American children are discussed.

This investigation compares the performances of 24 African American children, diagnosed as language impaired (LI) and receiving school-based language therapy, to 2 groups of typically developing peers (N = 48) on 5 traditional types of language assessment measures. Three of the measures were derived from child-centered free play language sample analyses and included average length of communication units (MLCU), frequencies of complex syntax, and numbers of different words. Two of the measures examined language comprehension and included responses to requests for information in the form of Wh-questions and responses to probes of active and passive sentence constructions. The performances of the group of children with language impairments were significantly lower on each measure than that of chronological age matched African American children who were typically developing. Sensitivity and specificity of the battery appeared excellent. The findings are discussed in terms of the potential of these informal language measures to contribute to a culturally fair assessment protocol for young African American children.

The verbal and nonverbal behaviors used by 5 children with specific language impairment (SLI) to attempt to gain access into established interactions were described and compared with those of chronological-age-mates and language-similar control subjects. Three of the children with SLI were unsuccessful. Two of the children with SLI achieved access but did so without using linguistic forms like those most normal-language children use. All of the children with normal language accessed, and most did so quickly and easily using an orderly and sequential set of indirect behaviors. The findings contribute to social-linguistic characterizations of SLI and clarify specific aspects of access described in the normal-language literature.