Addressing African American English in Early Literacy Assessment and Instruction Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective ... Article
Article  |   July 01, 2008
Addressing African American English in Early Literacy Assessment and Instruction
Author Affiliations & Notes
  • Nicole Patton Terry
    Georgia State University and Haskins Laboratories, Atlanta, GA
Article Information
Cultural & Linguistic Diversity / Normal Language Processing / Articles
Article   |   July 01, 2008
Addressing African American English in Early Literacy Assessment and Instruction
Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, July 2008, Vol. 15, 54-61. doi:10.1044/cds15.2.54
Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, July 2008, Vol. 15, 54-61. doi:10.1044/cds15.2.54
Abstract

Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

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