Performances of young African American children on two comprehension tasks.
This investigation examines the performances of 63 urban 4- to 7-year-old African American children from middle-income homes on two tasks designed to assess the development of comprehension skills. Performances on a task designed to elicit responses to wh-questions, and another to distinctions between active and passive sentence constructions, revealed grade effects and a positive relationship to age. The findings are discussed in terms of the appropriateness of using tasks of these types with young African American boys and girls who are dialect users.
Craig
H K
HK
University of Michigan, Ann Arbor 48109-2054, USA. hkc@umich.edu
Washington
J A
JA
Thompson-Porter
C
C
D001741:Black or African American; D002648:Child; D002663:Child Language; D002675:Child, Preschool; D003071:Cognition / Q000502:physiology*; D005260:Female; D006801:Humans; D007804:Language Development; D008297:Male; D014481:United States