Phonological Features of Child African American English The production of phonological features of African American English (AAE) was examined for 64 typically developing African American children in the 2nd through the 5th grade. Students read aloud passages written in Standard American English. Sixty of the students read the passages using AAE, and 8 different phonological features were ... Research Article
Research Article  |   June 01, 2003
Phonological Features of Child African American English
 
Author Affiliations & Notes
  • Holly K. Craig
    University of Michigan Ann Arbor
  • Connie A. Thompson, PhD
    University of Michigan Ann Arbor
  • Julie A. Washington
    University of Michigan Ann Arbor
  • Stephanie L. Potter
    University of Michigan Ann Arbor
  • Contact author: Connie Thompson, PhD, Center for the Development of Language and Literacy, University of Michigan, 1111 E. Catherine St., Ann Arbor, MI 48109-2054. E-mail: connietp@umich.edu
Article Information
Cultural & Linguistic Diversity / Speech, Voice & Prosody / Language / Research Articles
Research Article   |   June 01, 2003
Phonological Features of Child African American English
Journal of Speech, Language, and Hearing Research, June 2003, Vol. 46, 623-635. doi:10.1044/1092-4388(2003/049)
History: Received April 25, 2002 , Accepted January 17, 2003
 
Journal of Speech, Language, and Hearing Research, June 2003, Vol. 46, 623-635. doi:10.1044/1092-4388(2003/049)
History: Received April 25, 2002; Accepted January 17, 2003

The production of phonological features of African American English (AAE) was examined for 64 typically developing African American children in the 2nd through the 5th grade. Students read aloud passages written in Standard American English. Sixty of the students read the passages using AAE, and 8 different phonological features were represented in their readings. Phonological features were more frequent than morphosyntactic features. The findings as a whole support use of the taxonomy developed for this investigation in characterizing the phonological features of child AAE.

Acknowledgments
This work was supported by the Center for Improvement of Early Reading Achievement (CIERA) at the University of Michigan—U.S. Department of Education, Office of Educational Research and Improvement Grant R305R70004; and by the U.S. Department of Education, Office of Educational Research and Improvement Grant R305T990368. The authors gratefully acknowledge the cooperation of the students, families, and school personnel participating in this study.
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