Performances of young African American children on two comprehension tasks
Performances of young African American children on two comprehension tasks
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DOI：
10.1044/jslhr.4102.445
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发表时间：
1998-04-01
影响因子：
2.6
通讯作者：
Thompson-Porter, C
中科院分区：
文献类型：
--
作者：
Craig, HK;Washington, JA;Thompson-Porter, C
这项调查考察了63名来自中等收入家庭的城市4至7岁非裔美国儿童在两项任务中的表现，这些任务旨在评估理解技能的发展。在一项旨在引发对wh-问题的反应的任务和另一项对主动句和被动句的区分的任务中，表现出年级效应，并与年龄呈正相关。本研究从使用方言的非裔美国男孩和女孩使用这类任务的适当性的角度讨论了这一发现。
This investigation examines the performances of 63 urban 4- to 7-year-old African American children from middle-income homes on two tasks designed to assess the development of comprehension skills. Performances on a task designed to elicit responses to wh-questions, and another to distinctions between active and passive sentence constructions, revealed grade effects and a positive relationship to age. The findings are discussed in terms of the appropriateness of using tasks of these types with young African American boys and girls who are dialect users.