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Narrative performance of gifted African American school-aged children from low-income backgrounds.

Abstract：

PURPOSE:This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. METHOD:Forty-three children, Grades 2-5, each generated fictional narratives in response to the book Frog, Where Are You? (Mayer, 1969). Differences in performance on traditional narrative measures (total number of communication units [C-units], number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted and general education classrooms were examined. RESULTS:There were no classroom-based differences in total number of C-units, number of different words, and mean length of utterance in words. Children in gifted education classrooms produced narratives with lower dialect density than did children in general educated classrooms. Direct logistic regression assessed whether narrative dialect density measure scores offered additional information about giftedness beyond scores on the Peabody Picture Vocabulary Test-Fourth Edition (Dunn & Dunn, 2007), a standard measure of language ability. Results indicated that a model with only Peabody Picture Vocabulary Test-Fourth Edition scores best discriminated children in the 2 classrooms. CONCLUSION:African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than those in general education classrooms.

journal_name

Am J Speech Lang Pathol

journal_title

American journal of speech-language pathology

authors

Mills MT

doi

10.1044/2014_AJSLP-13-0150

subject

Has Abstract

pub_date

2015-02-01 00:00:00

pages

36-46

issue

1

eissn

1058-0360

issn

1558-9110

pii

1939236

journal_volume

24

pub_type

杂志文章

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