African American English Dialect and Performance on Nonword Spelling and Phonemic Awareness Tasks

Kohler, Candida T.; Bahr, Ruth Huntley; Silliman, Elaine R.; Bryant, Judith Becker; Apel, Kenn; Wilkinson, Louise Cherry

doi:10.1044/1058-0360(2007/020)

Cited by 33 publications

(24 citation statements)

References 26 publications

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“…Finally, a number of AAE studies have shown that children vary in the rate (i.e., density) at which they produce nonmainstream grammatical structures (Craig, Zhang, Hensel, & Quinn, 2009;HortonIkard et al, 2005;Jackson & Roberts, 2001;Kohler et al, 2007;Oetting, 2005;Oetting et al, 2010;Pruitt & Oetting, 2009;Terry, Connor, Thomas-Tate, & Love, 2010;Van Hofwegen & Wolfram, 2010). However, the relationship between children's nonmainstream dialect densities and their use of individual grammatical structures is unclear.…”

Section: Previous Studies Of Child Aaementioning

confidence: 93%

BE, DO, and Modal Auxiliaries of 3-Year-Old African American English Speakers

Newkirk-Turner

Oetting

Stockman

2014

J Speech Lang Hear Res

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Results extend previous studies by showing dialect-specific effects for children's use of auxiliaries and by showing these effects to vary by auxiliary type and children's nonmainstream dialect densities. Some aspects of the children's auxiliary systems (i.e., pattern of marking across auxiliaries and effects of syntactic construction) were also consistent with what has been documented for children who speak other dialects of English. These findings show dialect-specific and dialect-universal aspects of African American English to be present early in children's acquisition of auxiliaries.

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Section: Previous Studies Of Child Aaementioning

confidence: 93%

BE, DO, and Modal Auxiliaries of 3-Year-Old African American English Speakers

Newkirk-Turner

Oetting

Stockman

2014

J Speech Lang Hear Res

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“…DDMs seem to capture differences in the quantity of NMAE related to age or grade Horton-Ikard & Ellis Weismer, 2005), sampling contexts (Horton-Ikard & Miller, 2004;Washington, Craig, & Kushmaul, 1998), and even NMAE varieties (Oetting & McDonald, 2002). They also have been used with children from diverse economic backgrounds (Horton-Ikard & Miller, 2004;Washington & Craig, 1994) and across oral and literate contexts (Horton-Ikard & Pittman, 2010;Ivy & Masterson, 2012;Kohler et al, 2007;Thompson et al, 2004).…”

Section: Dialect Measuresmentioning

confidence: 95%

“…LJTs and TKBMs such as the DDMu or DDMw have been highly correlated with one another (Oetting & McDonald, 2002). Each of these measures has proven to be useful across a number of investigations with a variety of age groups and for a variety of purposes (e.g., Craig & Grogger, 2012;Ivy & Masterson, 2012;Kohler et al, 2007). However, whether these new indices are similarly consistent and whether, collectively, their utility for characterizing NMAE does indeed vary by children's grade level, remains unknown.…”

Section: Comparisons Across Indicesmentioning

confidence: 97%

Examining the Use of Spoken Dialect Indices With African American Children in the Southern United States

Horton

Apel

2014

Am J Speech Lang Pathol

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Newer measures of NMAE, such as the DELV-ST and DVAR scores, are comparable to older measures such as dialect density measures and listener judgment ratings. Like listener judgment ratings, the DELV-ST and DVAR scores offer clinicians and researchers alike a quicker alternative to dialect density measures for confirming and quantifying the spoken production of NMAE dialect. The present findings confirm that, depending on the type of data collected and questions posed, researchers and clinicians alike are able to choose from multiple, valid, and reliable measures of non-mainstream dialect use.

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“…Two separate studies (Craig, Thompson, Washington, & Potter, 2004;Craig, Zhang, Hensel, & Quinn, 2009) used a subsample of a larger study , but investigated different outcomes, and these three were combined to form one study. Another three studies provided outcomes disaggregated by grade level (Charity, Scarborough, & Griffin, 2004, Grades K-2; Kohler et al, 2007, Grades 1 and 3; Terry, 2006, Grades 1-3), resulting in a total of 20 observed study effect sizes. From these studies, 75 outcome effect sizes were coded: 59 for reading and 16 for writing and spelling; a simple mean was computed for the study's overall effect size.…”

Section: Description Of Studiesmentioning

confidence: 99%

Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis

Gatlin

Wanzek

2015

J Speech Lang Hear Res

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Purpose: The current meta-analysis examines recent empirical research studies that have investigated relations among dialect use and the development and achievement of reading, spelling, and writing skills. Method: Studies published between 1998 and 2014 were selected if they: (a) included participants who were in Grades K-6 and were typically developing native English speakers, (b) examined a concurrent quantitative relationship between dialect use and literacy, including reading, spelling, or writing measures, and (c) contained sufficient information to calculate effect size estimates. Results: Upon the removal of one study that was found to be an outlier, the full sample included 19 studies consisting of 1,947 participants, of which the majority (70%) were African American. The results showed a negative and moderate relationship between dialect use and overall literacy performance (M effect size = −0.33) and for dialect and reading (M effect size = −0.32). For spelling and writing, the relationship was negative and small (M effect size = −0.22). Moderator analyses revealed that socioeconomic status and grade level were not significant predictors for relations among dialect use and literacy skills. Conclusions: Implications for practice and future research, including analyzing dialect use in a variety of contexts and examining these relations to literacy outcomes, are discussed.

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African American English Dialect and Performance on Nonword Spelling and Phonemic Awareness Tasks

Cited by 33 publications

References 26 publications

BE, DO, and Modal Auxiliaries of 3-Year-Old African American English Speakers

BE, DO, and Modal Auxiliaries of 3-Year-Old African American English Speakers

Examining the Use of Spoken Dialect Indices With African American Children in the Southern United States

Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis

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