African American and Caucasian preschoolers' use of decontextualized language: literate language features in oral narratives.
OBJECTIVE
Low-income preschoolers' use of literate language features in oral narratives across three age groups (3-, 4-, and 5-year-olds) and two ethnic groups (Caucasian and African American) was examined.


METHODS
Sixty-seven preschoolers generated a story using a wordless picture book. The literate language features examined were simple and complex elaborated noun phrases, adverbs, conjunctions, and mental/linguistic verbs.


RESULTS
Literate language features occurred at measurable rates for 3- to 5-year-old children. Conjunction use was positively associated with the use of complex elaborated noun phrases and adverbs, and the use of complex and simple elaborated noun phrases was inversely related. There were no differences between African American and Caucasian children's usage rates. Age-related differences were observed in the use of mental/linguistic verbs and conjunctions.


CONCLUSIONS
The importance of supporting decontextualized language skills during the preschool period is discussed.
Curenton
Stephanie M
SM
Society for Research in Child Development, Washington, DC, USA. smcurenton@rcn.com
Justice
Laura M
LM
D001741:Black or African American; D000367:Age Factors; D000704:Analysis of Variance; D002675:Child, Preschool; D003431:Cross-Cultural Comparison; D005260:Female; D006801:Humans; D007804:Language Development; D008297:Male; D033262:Narration; D015588:Observer Variation; D011203:Poverty; D015203:Reproducibility of Results; D014705:Verbal Behavior; D044465:White People