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Cited by 120Language Development and DisordersHearing Impairment and CommunicationDevelopmental and Educational Neuropsychology

An assessment battery for identifying language impairments in African American children

Open access
Craig, Holly K., Washington, Julie A.·2000·Journal of Speech, Language, and Hearing Research
DOI 10.1044/jslhr.4302.366
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Abstract

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.

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  • Most previous studies using DDMs have focused on the syntactic complexity of AAVE.

    “Most previous studies using DDMs have focused on the syntactic complexity of AAVE (34, 35).”

    From Racial disparities in automated speech recognition (2020) · cites this paper as [34]

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  1. Fudala, J. B., & Reynolds, W. M. (1986). Arizona Articulation Proficiency Scale: Second Edition. Los Angeles, CA: Western Psychological Services. Fudala, J. B., & Reynolds, W. M. (1986). Arizona Articulation Proficiency Scale: Second Edition. Los Angeles, CA: Western Psychological Services.
  2. 378 Journal of Speech, Language, and Hearing Research · Vol. 43 · 366–379 · April 2000

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Authors
Craig, H. K., & Washington, J. A.
Affiliations
University of Michigan (US)
ORCID
Washington, Julie A.
Venue
Journal of Speech, Language, and Hearing Research
Publisher
American Speech Language Hearing Association
Published
2000-04
Volume
43
Issue
2
Pages
366-379
ISSN
  • 1092-4388 (ISSN-L)
  • 1558-9102
DOI
10.1044/jslhr.4302.366
OpenAlex
W2058913581
Cited by
120
References
45
Citations by year
2026: 3 · 2024: 1 · 2023: 2 · 2022: 3 · 2021: 10 · 2020: 4 · 2019: 2 · 2018: 6 · 2017: 8 · 2016: 4 · 2015: 5 · 2014: 4 · 2013: 4 · 2012: 11
FWCI
6.91
Type
journal article
Language
en
Open access
Locations
  • Journal of Speech Language and Hearing Research (publishedVersion)
  • PubMed (publishedVersion)
  • Deep Blue (University of Michigan) (submittedVersion)
Funders
  • National Institutes of Health (5r01dc002313-03)
  • National Institute on Deafness and Other Communication Disorders (R01 DC 02313-01A1)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
  • Social Sciences › Psychology › Developmental and Educational Psychology › Hearing Impairment and Communication
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords
language impairment, African American children, complex syntax, vocabulary, language comprehension, sensitivity and specificity, typically developing children
MeSH terms
Black or African American, Child, Child, Preschool, Cognition, Female, Humans, Language Disorders, Language Tests, Linguistics, Male, Retrospective Studies, Sensitivity and Specificity, Speech Perception, Reproducibility of Results

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