Measuring Language Competence in AA Children who are High Dialect Speakers

测量高方言 AA 儿童的语言能力

• 批准号: 10316874
• 负责人: Lee Branum-Martin
• 金额: $ 20.48万
• 依托单位: UNIVERSITY OF CALIFORNIA-IRVINE
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10316874
• 关键词: African American; American; Categories; Characteristics; Child; Clinical; Competence; Comprehension; Differential Diagnosis; Factor Analysis; Failure; Household; Investigation; Judgment; Knowledge; Language; Language Development; Language Disorders; Learning; Linguistics; Mainstreaming; Measurement; Measures; Methods; Modeling; Morphology; Outcome; Performance; Population; Poverty; Psycholinguistics; Psychometrics; Reading; Research; Research Project Summaries; Risk; Sampling; Structure; System; Testing; Text; Work; Writing; base; bilingualism; cognitive load; density; experience; fifth grade; instrument; language impairment; language processing; response; skills; social culture; socioeconomics; sociolinguistics; theories

PROJECT SUMMARY Research has identified the presence of African American English (AAE) as a complicating factor for assessment of the language skills of African American (AA) children. AAE is a major dialect of American English (AE), spoken by approximately 12% of the U.S. population. In clinical contexts, AAE overlaps with the linguistic characteristics documented for language impairments, making differentiation of language disorders and language differences difficult. In academic contexts, the mismatch hypothesis posits that the poor match between spoken language and text puts AAE-speaking children at risk for reading failure. Recent research has demonstrated that it is not the mere presence of AAE that leads to poor outcomes. Instead, it is the occurrence of high amounts of AAE that matters most. AAE use occurs on a continuum from low to high dialect use. Converging evidence from studies of dialect, language, reading and writing, have identified high dialect users as those AAE speakers who are at risk for failure or poor performances on a range of language-based instruments and tasks; low to moderate dialect users, on the other hand, do not evidence this same risk. Thus, it appears that it is the linguistic distance between the spoken standard and the language used by AAE dialect users that contributes to these high rates of difficulty. We propose that the impact of this distance on assessment in particular has resulted in underestimation of the linguistic competence of AA children, particularly those growing up in poverty, who are most likely to be dense users of AAE. It is therefore crucial to distinguish linguistic competence from linguistic performance when assessing high-density speakers of AAE. Accordingly, the Specific Aims of this project are: Aim 1: To explore measurement of language competence utilizing traditional psycholinguistic methods, (i.e., sentence repetition, grammatical judgment, and sentence building) within a sample of 450 African American children in 3rd through 5th grades who speak AAE. Aim 2: To develop a scoring rubric that supports both Mainstream American English (MAE) and AAE responding and that is useful for characterizing the language knowledge of children who are typically developing, dense AAE speakers. We will use confirmatory factor analysis for categorical items (i.e., item response theory) to test the experimental scales as well as to test the expected theoretical structure against the scores on other, established measures for convergent and discriminant validity.

项目摘要 研究已将非裔美国人英语（AAE）的存在视为复杂因素 评估非裔美国人（AA）儿童的语言技能。 AAE是美国人的主要方言 英语（AE），约有12％的美国人口使用。在临床背景下，AAE与 语言障碍记录的语言特征，使语言障碍的差异化 语言差异很困难。在学术背景下，不匹配的假设认为差异很差 在口语和文字之间，说话的儿童有阅读失败的风险。最近的研究已有 证明不仅仅是AAE的存在导致结果不佳。相反，这是发生 最重要的大量AAE。 AAE的使用发生在从低到高方言使用的连续体上。 来自方言，语言，阅读和写作研究的融合证据已经确定了高方言用户 作为那些有失败风险或在一系列基于语言上表现不佳的AAE演讲者 乐器和任务；另一方面，低至中度方言用户没有证明同样的风险。因此， 看来这是口语标准与AAE方言使用的语言之间的语言距离 助长了这些难度较高的用户。我们建议该距离对 特别是评估导致低估了AA儿童的语言能力， 特别是那些在贫困中成长的人，他们最有可能是AAE的密集使用者。因此，这对 在评估AAE的高密度扬声器时，将语言能力与语言性能区分开来。 因此，该项目的具体目的是：目标1：探索语言能力的度量 利用传统的心理语言方法（即句子重复，语法判断和句子） 建筑物）在三年级至5年级的450名非裔美国儿童的样本中。目标2：到 开发一个评分标题的标题，以支持美国英语（MAE）和AAE的回应，并且 对于表征通常正在发展的儿童的语言知识很有用 演讲者。我们将对分类项目（即项目响应理论）使用验证性因素分析来测试 实验量表以及针对其他分数测试预期的理论结构， 建立了收敛性和判别有效性的措施。