PERFORMANCES OF YOUNG AFRICAN-AMERICAN CHILDREN ON 2 COMPREHENSION TASKS

This investigation examines the performances of 63 urban 4- to 7-year- old African American children from middle-income homes on two tasks de signed to assess the development of comprehension skills. Performances on a task designed to elicit responses to wh-questions, and another t o distinctions between active and passive sentence constructions, reve aled grade effects and a positive relationship to age. The findings ar e discussed in terms of the appropriateness of using tasks of these ty pes with young African American boys and girls who are dialect users.