Toward Validation of a Minimal Competence Core of Morphosyntax for African American Children

Abstract

PurposeThe authors set out to determine (a) whether African American children's spontaneous spoken language met use criteria for a revised minimal competence core with original and added morphosyntactic patterns at different geographical locations, and (b) whether pass/fail status on this core was differentiated on other criterion measures of language maturity.MethodThe authors used a common set of activities and stimuli to elicit spontaneous speech samples from Head Start students, age 3;0 (years; months). The 119 participants were distributed at a northern (Lansing, MI) and a southern (Baton Rouge, LA) location.ResultsMore than 80% of the children at each location met criteria for 10 core competencies. They included sentence length, type, complexity, and morphosyntactic elaborations of sentences at the lexical, phrasal, and clausal levels. The 2 most significant predictors of pass/fail outcomes in a regression analysis were (a) clinical referral status and (b) the number of different words (NDW100) spoken in a speech sample.ConclusionA minimal competence core analyses of spontaneous oral language samples may help to identify delayed spoken grammars in African American children.