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Communication Development and Disorders in Multicultural Populations: Reading and Related Materials
American Speech-Language-Hearing Association. (2003). Technical report: American English dialects. ASHA Supplement 23, p. 45-46.
Coles-White, D. (2004). Negative concord in child African American English: Implications for Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 47, 212-222.
Craig, H.K., Connor, C.M., & Washington, J.A. (2003). Early positive predictors of later reading comprehension for African American students: A preliminary investigation. Language, Speech, and Hearing Services in Schools, 34, 31-43.
Craig, H.K., Thompson, C.A., Washington, J.A., & Potter, S.L. (2003). Phonological features of child African American English. Journal of Speech, Language, and Hearing Research, 46(3) 623-635.
Craig, H.K., Thompson, C.A., Washington, J.A., & Potter, S.L. (2004). Performance of elementary-grade African American students on the Gray Oral Reading Tests. Language, Speech, and Hearing Services in Schools, 35, 141-154.
Craig, H.K., & Washington, J.A. (2002). Oral language expectations for African American preschoolers and kindergartners. American Journal of Speech-Language Pathology, 11(1), 59-70.
Craig, H.K., & Washington, J.A. (2004). Grade-related changes in the production of African American English. Journal of Speech, Language, and Hearing Research, 47, 450-463.
Craig, H.K., Washington, J.A., & Thompson, C.A. (2005). Oral language expectations for African American children in grades 1 through 5. American Journal of Speech-Language Pathology, 14(2), 119-130.
Hinton, L.N., Pollock, K.E. (2000). Regional variations in the phonological characteristics of African American vernacular English. World Englishes, 19, 59-71.
Johnson, I.A. (2003). Early literacy development in speakers of African American English. Newsletter of the ASHA Special Interest Division 16: Perspectives on School-Based Issues, 4 (1), 34-37.
Johnson, V.E. (2005). Comprehension of third person singular /s/ in AAE-speaking children. Language, Speech, and Hearing Services in Schools, 36(2), 116-124.
Laing, S.P. (2003). Assessment of phonology in preschool African American Vernacular English speakers using an alternate response mode. American Journal of Speech-Language Pathology, 12(3), 273-281.
McGregor, K.K. (2000). The development and enhancement of narrative skills in a preschool classroom: Towards a solution to clinician-client mismatch. American Journal of Speech-Language Pathology, 9(1), 55-71.
Oetting, J.B., & McDonald, J.L. (2001). Nonmainstream dialect use and Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 44, 207-223.
Oetting, J.B., & McDonald, J.L. (2002). Methods for characterizing participants' nonmainstream dialect use in child language research. Journal of Speech, Language, and Hearing Research, 45(3), 505-518.
Payne, K.T. (2005). African American English: Nature, origin, and implications for clinicians. ECHO: E-Journal for Black and Other Ethnic Group Research and Practices in Communication Sciences and Disorders, 1(2), 82-96.
Pollock, K.E., & Meredith, L.H. (2001). Phonetic transcription of African American Vernacular English. Communication Disorders Quarterly, 23(1), 47-53.
Smith, T.T., Lee, E., & McDade, H.L. (2001). An investigation of T-units in African American English-speaking and standard American English-speaking fourth-grade children. Communication Disorders Quarterly, 22 (3), 148-157.
Thomas-Tate, S., Washington, J., & Edwards, J. (2004). Standardized assessment of phonological awareness skills in low-income African American first graders. American Journal of Speech-Language Pathology, 13, 182-190.
Thompson, C.A., Craig, H.K., & Washington, J.A. (2004). Variable production of African American English across oracy and literacy contexts. Language, Speech, and Hearing Services in Schools, 35(3), 269-282.
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