A Language Screening Protocol for Use With Young African American Children in Urban Settings Language screenings represent an important tool for early identification of language impairments in young children between 3 and 5 years of age. This investigation examined the utility of a well-established set of assessment measures for screening young African American children. One hundred and ninety-six children participated in the screening. Based ... Research Article
Research Article  |   November 01, 2004
A Language Screening Protocol for Use With Young African American Children in Urban Settings
 
Author Affiliations & Notes
  • Julie A. Washington, PhD
    University of Michigan, Ann Arbor
  • Holly K. Craig
    University of Michigan, Ann Arbor
  • Contact author: Julie A. Washington, PhD, University Center for Development of Language and Literacy, University of Michigan, 1111 E. Catherine St., Ann Arbor, MI 48109-2054. E-mail: washja@umich.edu
Article Information
Cultural & Linguistic Diversity / School-Based Settings / Language Disorders / Research Articles
Research Article   |   November 01, 2004
A Language Screening Protocol for Use With Young African American Children in Urban Settings
American Journal of Speech-Language Pathology, November 2004, Vol. 13, 329-340. doi:10.1044/1058-0360(2004/033)
History: Received May 28, 2003 , Accepted September 27, 2004
 
American Journal of Speech-Language Pathology, November 2004, Vol. 13, 329-340. doi:10.1044/1058-0360(2004/033)
History: Received May 28, 2003; Accepted September 27, 2004
Web of Science® Times Cited: 22

Language screenings represent an important tool for early identification of language impairments in young children between 3 and 5 years of age. This investigation examined the utility of a well-established set of assessment measures for screening young African American children. One hundred and ninety-six children participated in the screening. Based upon the outcomes of the screening, 25 children who failed and a random sample of 56 children who passed were administered a larger language and cognitive assessment battery. Sensitivity and specificity of the screening were determined to be high. The number of different words, the Kaufman Nonverbal Scale, and nonword repetition accounted for a significant amount of the variance in performance. The screening is brief, valid, and culturally fair for use with preschool- and kindergarten-aged African American children living in urban settings.

Acknowledgments
This study was supported by funding (1 RO1 DC042-01) from the National Institute on Deafness and Other Communication Disorders. Special thanks to the administrators, teachers, students, and parents in the Oak Park (MI) Public Schools whose participation and cooperation made this study possible.
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