Identifying Morphological Impairment in Young African American English Speakers: Phase 1

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dc.contributor.authorBurns, Frances A.
dc.contributor.authorMarks, Rachel L.
dc.date.accessioned2012-02-24T10:07:47Z
dc.date.available2012-02-24T10:07:47Z
dc.date.issued2008-04-18
dc.description.abstractPurpose: Copula/auxiliary verb forms were examined for differences in the production rates between typically-developing (TD) and specific language impaired (SLI) children who spoke African American English (AAE). Method: The narratives of TD (n=38) and SLI (n=20) children, who spoke "some" and "strong" variations (V) of AAE were examined for auxiliary/copula verb forms (is, are, am, was, were). The verbs and allomorphs were coded as present/absent, and the prephoneme for each form was identified. Proportions of present/absent forms and preceding phonemes were calculated using sample proportion statistics. Results: No significant differences were found between TD and SLI participants for combined auxiliary/copula forms for any preceding phonemes; no difference was found between "strongV" TD and SLI" auxiliary/copula form production for any phoneme; nor for "someV" TD and SLI" auxiliary/copula form production for any consonant. Participants in the "someV-TD" and "strongV-SLI" groups outperformed the "someVSLI" group in the production of auxiliaries when there was a preceding vowel. The "someV-TD" group produced copula forms at a higher rate than the "strongV-TD and "someV-SLI" groups when there was a preceding vowel. Conclusion: Dialect variation appears to play a role in distinguishing TD and SLI groups when the preceding phoneme is considered. Use of the preceding phoneme is thought to be influenced by the type of pronoun (i.e. first-person singular "I’m" and third-person singular neuter pronoun "it’s") that precedes the verb form. Both pronoun types are obligatory in AAE, thus typically-developing AAE speaking children are expected to produce auxiliary/copula forms when they are preceded by a vowel, at a higher rate than AAE speaking children with SLI.
dc.description.departmentCommunication Disorders
dc.formatImage
dc.format.extent53 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationBurns, F., & Marks, R. (2008, April). Identifying morphological impairment in young African American English speakers: Phase 1. Presented at the National Black Association for Speech-Language and Hearing Convention, Washington, D.C.
dc.identifier.urihttps://hdl.handle.net/10877/2975
dc.language.isoen
dc.sourceNational Black Association for Speech-Language and Hearing Convention, April 18, 2008, Washington, D.C., United States
dc.subjectAAE
dc.subjectSLI
dc.subjectAfrican American English
dc.subjectspecific language impairment
dc.subjectintervention
dc.subjecttreatment
dc.subjectmorphological disorders
dc.subjectCommunication Disorders
dc.titleIdentifying Morphological Impairment in Young African American English Speakers: Phase 1
dc.typePresentation

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