Dialect Awareness and Lexical Comprehension of Mainstream American English in African American English–Speaking Children. Edwards, J., Gross, M., Chen, J., MacDonald, M. C., Kaplan, D., Brown, M., & Seidenberg, M. S. Journal of Speech, Language, and Hearing Research, 57(5):1883–1895, October, 2014. ![Dialect Awareness and Lexical Comprehension of Mainstream American English in African American English–Speaking Children [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex Purpose This study was designed to examine the relationships among minority dialect use, language ability, and young African American English (AAE)–speaking children's understanding and awareness of Mainstream American English (MAE). Method Eighty-three 4- to 8-year-old AAE-speaking children participated in 2 experimental tasks. One task evaluated their awareness of differences between MAE and AAE, whereas the other task evaluated their lexical comprehension of MAE in contexts that were ambiguous in AAE but unambiguous in MAE. Receptive and expressive vocabulary, receptive syntax, and dialect density were also assessed. Results The results of a series of mixed-effect models showed that children with larger expressive vocabularies performed better on both experimental tasks, relative to children with smaller expressive vocabularies. Dialect density was a significant predictor only of MAE lexical comprehension; children with higher levels of dialect density were less accurate on this task. Conclusions Both vocabulary size and dialect density independently influenced MAE lexical comprehension. The results suggest that children with high levels of nonmainstream dialect use have more difficulty understanding words in MAE, at least in challenging contexts, and suggest directions for future research.
@article{edwards_dialect_2014,
title = {Dialect {Awareness} and {Lexical} {Comprehension} of {Mainstream} {American} {English} in {African} {American} {English}–{Speaking} {Children}},
volume = {57},
issn = {1092-4388, 1558-9102},
url = {http://pubs.asha.org/doi/10.1044/2014_JSLHR-L-13-0228},
doi = {10.1044/2014_JSLHR-L-13-0228},
abstract = {Purpose
This study was designed to examine the relationships among minority dialect use, language ability, and young African American English (AAE)–speaking children's understanding and awareness of Mainstream American English (MAE).
Method
Eighty-three 4- to 8-year-old AAE-speaking children participated in 2 experimental tasks. One task evaluated their awareness of differences between MAE and AAE, whereas the other task evaluated their lexical comprehension of MAE in contexts that were ambiguous in AAE but unambiguous in MAE. Receptive and expressive vocabulary, receptive syntax, and dialect density were also assessed.
Results
The results of a series of mixed-effect models showed that children with larger expressive vocabularies performed better on both experimental tasks, relative to children with smaller expressive vocabularies. Dialect density was a significant predictor only of MAE lexical comprehension; children with higher levels of dialect density were less accurate on this task.
Conclusions
Both vocabulary size and dialect density independently influenced MAE lexical comprehension. The results suggest that children with high levels of nonmainstream dialect use have more difficulty understanding words in MAE, at least in challenging contexts, and suggest directions for future research.},
language = {en},
number = {5},
urldate = {2020-04-29},
journal = {Journal of Speech, Language, and Hearing Research},
author = {Edwards, Jan and Gross, Megan and Chen, Jianshen and MacDonald, Maryellen C. and Kaplan, David and Brown, Megan and Seidenberg, Mark S.},
month = oct,
year = {2014},
keywords = {Child AAE, Perception},
pages = {1883--1895},
}
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{"_id":"HeNcGC5eXtwesD47L","bibbaseid":"edwards-gross-chen-macdonald-kaplan-brown-seidenberg-dialectawarenessandlexicalcomprehensionofmainstreamamericanenglishinafricanamericanenglishspeakingchildren-2014","author_short":["Edwards, J.","Gross, M.","Chen, J.","MacDonald, M. C.","Kaplan, D.","Brown, M.","Seidenberg, M. S."],"bibdata":{"bibtype":"article","type":"article","title":"Dialect Awareness and Lexical Comprehension of Mainstream American English in African American English–Speaking Children","volume":"57","issn":"1092-4388, 1558-9102","url":"http://pubs.asha.org/doi/10.1044/2014_JSLHR-L-13-0228","doi":"10.1044/2014_JSLHR-L-13-0228","abstract":"Purpose This study was designed to examine the relationships among minority dialect use, language ability, and young African American English (AAE)–speaking children's understanding and awareness of Mainstream American English (MAE). Method Eighty-three 4- to 8-year-old AAE-speaking children participated in 2 experimental tasks. One task evaluated their awareness of differences between MAE and AAE, whereas the other task evaluated their lexical comprehension of MAE in contexts that were ambiguous in AAE but unambiguous in MAE. Receptive and expressive vocabulary, receptive syntax, and dialect density were also assessed. Results The results of a series of mixed-effect models showed that children with larger expressive vocabularies performed better on both experimental tasks, relative to children with smaller expressive vocabularies. Dialect density was a significant predictor only of MAE lexical comprehension; children with higher levels of dialect density were less accurate on this task. Conclusions Both vocabulary size and dialect density independently influenced MAE lexical comprehension. The results suggest that children with high levels of nonmainstream dialect use have more difficulty understanding words in MAE, at least in challenging contexts, and suggest directions for future research.","language":"en","number":"5","urldate":"2020-04-29","journal":"Journal of Speech, Language, and Hearing Research","author":[{"propositions":[],"lastnames":["Edwards"],"firstnames":["Jan"],"suffixes":[]},{"propositions":[],"lastnames":["Gross"],"firstnames":["Megan"],"suffixes":[]},{"propositions":[],"lastnames":["Chen"],"firstnames":["Jianshen"],"suffixes":[]},{"propositions":[],"lastnames":["MacDonald"],"firstnames":["Maryellen","C."],"suffixes":[]},{"propositions":[],"lastnames":["Kaplan"],"firstnames":["David"],"suffixes":[]},{"propositions":[],"lastnames":["Brown"],"firstnames":["Megan"],"suffixes":[]},{"propositions":[],"lastnames":["Seidenberg"],"firstnames":["Mark","S."],"suffixes":[]}],"month":"October","year":"2014","keywords":"Child AAE, Perception","pages":"1883–1895","bibtex":"@article{edwards_dialect_2014,\n\ttitle = {Dialect {Awareness} and {Lexical} {Comprehension} of {Mainstream} {American} {English} in {African} {American} {English}–{Speaking} {Children}},\n\tvolume = {57},\n\tissn = {1092-4388, 1558-9102},\n\turl = {http://pubs.asha.org/doi/10.1044/2014_JSLHR-L-13-0228},\n\tdoi = {10.1044/2014_JSLHR-L-13-0228},\n\tabstract = {Purpose\n This study was designed to examine the relationships among minority dialect use, language ability, and young African American English (AAE)–speaking children's understanding and awareness of Mainstream American English (MAE).\n \n \n Method\n Eighty-three 4- to 8-year-old AAE-speaking children participated in 2 experimental tasks. One task evaluated their awareness of differences between MAE and AAE, whereas the other task evaluated their lexical comprehension of MAE in contexts that were ambiguous in AAE but unambiguous in MAE. Receptive and expressive vocabulary, receptive syntax, and dialect density were also assessed.\n \n \n Results\n The results of a series of mixed-effect models showed that children with larger expressive vocabularies performed better on both experimental tasks, relative to children with smaller expressive vocabularies. Dialect density was a significant predictor only of MAE lexical comprehension; children with higher levels of dialect density were less accurate on this task.\n \n \n Conclusions\n Both vocabulary size and dialect density independently influenced MAE lexical comprehension. The results suggest that children with high levels of nonmainstream dialect use have more difficulty understanding words in MAE, at least in challenging contexts, and suggest directions for future research.},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2020-04-29},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Edwards, Jan and Gross, Megan and Chen, Jianshen and MacDonald, Maryellen C. and Kaplan, David and Brown, Megan and Seidenberg, Mark S.},\n\tmonth = oct,\n\tyear = {2014},\n\tkeywords = {Child AAE, Perception},\n\tpages = {1883--1895},\n}\n\n\n\n","author_short":["Edwards, J.","Gross, M.","Chen, J.","MacDonald, M. C.","Kaplan, D.","Brown, M.","Seidenberg, M. 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