Hk. Craig et Ja. Washington, An assessment battery for identifying language impairments in African American children, J SPEECH L, 43(2), 2000, pp. 366-379
This investigation compares the performances of 24 African American childre
n, diagnosed as language impaired (U) and receiving school-based language t
herapy, to 2 groups of typically developing peers (N = 48) on 5 traditional
types of language assessment measures. Three of the measures were derived
from child-centered kee play language sample analyses and included average
length of communication units (MLCU), Frequencies of complex syntax, and nu
mbers of different words. Two of the measures examined language comprehensi
on and included responses to requests For information in the form of Wh-que
stions and responses to probes of active and passive sentence constructions
. The performances of the group of children with language impairments were
significantly lower on each measure than that of chronological age matched
African American children who were typically developing. Sensitivity and sp
ecificity of the battery appeared excellent. The Findings are discussed in
terms of the potential of these informal language measures to contribute to
a culturally fair assessment protocol for young African American children.