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Verbal -s Productions in the Structured Writing Samples of Variable AAE-Speaking Fourth-Grade Students With and Without Language Impairment

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dc.contributor.advisorMary Andrianopoulos
dc.contributor.advisorShelley L. Velleman
dc.contributor.advisorLisa J. Green
dc.contributor.authorFelton, Jacklyn High
dc.contributor.departmentUniversity of Massachusetts Amherst
dc.date2023-09-23T17:59:04.000
dc.date.accessioned2024-04-26T16:19:54Z
dc.date.available2024-04-26T16:19:54Z
dc.date.submittedMay
dc.date.submitted2017
dc.description.abstractResearchers in speech-language pathology and ethnolinguistics have worked to gain knowledge about typical and atypical language patterns of African American children who are identified as African American English (AAE) dialect speakers. Much progress had been made, but limitations in this field of knowledge have persisted, especially for AA children who demonstrate variable use of AAE, presumably through the process of assimilation in the school setting. Therefore, more information is needed to provide diagnostic markers for deviations in typical language development for variable AAE-MAE speakers. Prior empirical research has found that third- and fourth-grade AAE-speaking children with typical language development overtly mark third person verbal -s, especially in written language (explicit expectation), even though they may not demonstrate overt marking of verbal -s in their spoken language (implicit expectation). The current study was conducted to identify possible distinctions in verbal -s marking between typically developing third- to fourth-grade bidialectal speakers and those with language impairment. It included 13 African American third- to fourth-grade students; seven classified as typically developing bidialectal speakers of MAE and AAE (TD; n = 7), and six bidialectal (MAE-AAE) speakers with language impairment (LI; n = 6). This study used three experimental tasks – one spoken (i.e., Spoken Responses) task that elicited responses to a verbal prompt based on a narrative text, and two written language tasks (i.e., Written Responses, Cloze Sentences). The Written Responses task elicited responses to the same prompt as the Spoken Responses task, and the Cloze Sentences task included 15 fill-in-the-blank sentences. The three tasks were used to investigate any differences and variability between clinical groups in performance, both quantitatively and qualitatively, based on language clinical group and degree of non-mainstream dialect use, when examining the participants’ use of overtly marked verbal -s. In addition, analyses were completed to examine whether there was any relationship between frequency of overt verbal -s marking in written language and performance on state achievement testing.
dc.description.degreeDoctor of Philosophy (PhD)
dc.description.departmentCommunication Disorders
dc.identifier.doihttps://doi.org/10.7275/10008797.0
dc.identifier.orcidN/A
dc.identifier.urihttps://hdl.handle.net/20.500.14394/20268
dc.relation.urlhttps://scholarworks.umass.edu/cgi/viewcontent.cgi?article=2024&context=dissertations_2&unstamped=1
dc.source.statuspublished
dc.subjectvariable African American English speakers
dc.subjectlanguage impairment
dc.subjectfourth-grade students
dc.subjectwritten language
dc.subjectovertly- or zero-marked verbal -s production
dc.subjectdialect shifting
dc.subjectAfrican American Studies
dc.subjectBilingual, Multilingual, and Multicultural Education
dc.subjectCommunication Sciences and Disorders
dc.subjectCurriculum and Instruction
dc.subjectElementary Education
dc.subjectElementary Education and Teaching
dc.subjectFirst and Second Language Acquisition
dc.subjectGender, Race, Sexuality, and Ethnicity in Communication
dc.subjectInternational and Intercultural Communication
dc.subjectLanguage and Literacy Education
dc.subjectMorphology
dc.subjectOther Languages, Societies, and Cultures
dc.subjectRace and Ethnicity
dc.subjectReading and Language
dc.subjectSemantics and Pragmatics
dc.subjectSpecial Education and Teaching
dc.subjectSpeech Pathology and Audiology
dc.subjectTypological Linguistics and Linguistic Diversity
dc.titleVerbal -s Productions in the Structured Writing Samples of Variable AAE-Speaking Fourth-Grade Students With and Without Language Impairment
dc.typeopenaccess
dc.typearticle
dc.typedissertation
digcom.contributor.authorisAuthorOfPublication|email:jhmason26@gmail.com|institution:University of Massachusetts Amherst|Felton, Jacklyn High
digcom.identifierdissertations_2/994
digcom.identifier.contextkey10008797
digcom.identifier.submissionpathdissertations_2/994
dspace.entity.typePublication
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