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African American Children’s Performance on Standardized and Non-Standardized Language Measures
Amelia Carrera, Ryan Lee-James, Ph.D., and Julie A. Washington, Ph.D.
Abstract
The purpose of this study was to examine relationships between performance on standardized and non-standardized language assessments in African-American (AAE)-speaking children. Measures of receptive vocabulary, expressive vocabulary, and morphological knowledge were compared between tasks for 58 African American children in 1st and 2nd grades. Data came from the Test of Language Development-Primary: Fourth Edition (TOLD-P:4; Hammill, &Newcomer, 2008) and oral language samples transcribed using the Systematic Analysis of Language Transcripts (SALT; Miller & Iglesias, 2008). Findings revealed significant relationships between measures of vocabulary and morphological knowledge and between standardized and unstandardized measures of morphological knowledge, but no significant relationship between standardized and non-standardized measures of vocabulary was observed. The importance of considering the method and type of assessment with African American English speakers will be discussed. This research was funded by NIH grant BUILD PODER 5TL4GM118977-04 and NIH grant 1R24HDO7545-01
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