Holly K. Craig|Julie A. Washington
Oral Language Expectations for African American Preschoolers and Kindergartners
University of Michigan–Ann Arbor|University of Michigan–Ann Arbor
fundamental improving clinical empirical understanding african american students development appropriate culturefair assessment methods investigation provides descriptive information form means standard deviations performances 100 typically developing african american preschool kindergarten students selected measures oral language production comprehension measures included four derived freeplay spontaneous language samples dialect density measure mean length cunits frequencies complex syntax number different words two measures derived responses nonstandardized elicitations form question prompts probes activepassive voice construction performances stable socioeconomic status measures dialect density number different words varied significantly gender responding requests information form question prompts showed statistically significant increase preschool kindergarten protocol recommended culturefair assessment purposes african american students begin formal education