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Using Free Computer-Assisted Language Sample Analysis to Evaluate and Set Treatment Goals for Children Who Speak African American English
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In: Lang Speech Hear Serv Sch (2021)
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Evaluating Language Development in AAE Learners USING MORE MAE MORPHOSYNTAX OR DEVELOPING AAE SYNTAX? Or BOTH? ...
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Acquisition of a late-developing syntactic structure by African-American-English-speaking learners of the mainstream dialect.
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In: Publication of the DELV tests and beyond (2018)
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The Legacy of the Diagnostic Evaluation of Language Variation(DELV©)
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In: Publication of the DELV tests and beyond (2018)
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Morphosyntactic markers and abstract linguistic structure in language evaluation
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In: Publication of the DELV tests and beyond (2018)
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Seeking a valid gold standard for an innovative, dialect-neutral language test
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In: Publication of the DELV tests and beyond (2014)
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Dialect-neutral indices of narrative cohesion and evaluation
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In: Barbara Zurer Pearson (2012)
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The comprehension of metaphor by preschool children: Implications for a theory of lexicon
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In: Barbara Zurer Pearson (2012)
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Removing Obstacles for African American English–Speaking Children Through Greater Understanding of Language Difference
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In: Publication of the DELV tests and beyond (2012)
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Dialect-neutral indices of narrative cohesion and evaluation.
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In: Publication of the DELV tests and beyond (2012)
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Differentiating Speech Sound Disorders From Phonological Dialect Differences: Implications for Assessment and Intervention
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Developmental Trends for Features Contrastive between African American English and General American English
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In: Publication of the DELV tests and beyond (2010)
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Abstract:
Purpose: In order to provide developmental guidelines for predicted dialect differences, trends in the use of features contrastive between General American English (GAE) and African- American English (AAE) were explored in a representative, national sample. Method: Participants were 1130 AAE- and 194 GAE-speaking typically-developing children, ages 4 to 12. A core set of distinguishing developmental features were identified and used in a focused elicitation of contrastive items in obligatory contexts. Responses were analyzed for age-related changes and demographic influences. Results: Major findings include pervasive use of zero-marked forms and predicted substitutions in young typically-developing AAE speakers through age 6. After age 6 the pattern was reversed: levels of zero-marking were lower than overt-marking, but remained distinct from GAE levels of similar forms. Moreover, total absence of overt-marking after age 7 was a-typical. Increased use of overt-marking and other GAE-like forms was observed earlier for constructions like multiple negation and regular past tense /–ed/ than invariant subject-verb agreement (e.g., she run). Parent education and region, but not gender, were significant, but small factors influencing contrastive feature use. Conclusion: Expected contrastive feature shifts were distinguished from general language development and possible clinical indicators.
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Keyword:
African American English; contrastive features; developmental; dialect
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URL: https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1007&context=aae_delv https://scholarworks.umass.edu/aae_delv/8
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Variable use of features associated with African American English by typically developing children ages 4 to 12
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In: Publication of the DELV tests and beyond (2010)
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