Task Variability Effects on the Language Test Performance of Southern Lower Socioeconomic Class African American and Caucasian Five-Year-Olds Twelve African American and twelve Caucasian preschool children were administered items from the Preschool Language Assessment Instrument (PLAI) under standard conditions and in thematic interactions (PLAI-T) to determine if task variability had an effect on language test scores. The African American group earned significantly higher test scores when the items ... Research Article
Research Article  |   July 01, 1998
Task Variability Effects on the Language Test Performance of Southern Lower Socioeconomic Class African American and Caucasian Five-Year-Olds
 
Author Affiliations & Notes
  • Deana D. Fagundes
    Brian Center, Lagrange, GA
  • William O. Haynes
    Department of Communication Disorders, Auburn University, 1199 Haley Center, Auburn University, Auburn, AL 36849
  • Nancy J. Haak
    Department of Communication Disorders, Auburn University, 1199 Haley Center, Auburn University, Auburn, AL 36849
  • Michael J. Moran
    Department of Communication Disorders, Auburn University, 1199 Haley Center, Auburn University, Auburn, AL 36849
  • Corresponding author: e-mail: haynewo@mail.auburn.edu
Article Information
Cultural & Linguistic Diversity / School-Based Settings / Language Disorders / Research Articles
Research Article   |   July 01, 1998
Task Variability Effects on the Language Test Performance of Southern Lower Socioeconomic Class African American and Caucasian Five-Year-Olds
Language, Speech, and Hearing Services in Schools, July 1998, Vol. 29, 148-157. doi:10.1044/0161-1461.2903.148
History: Received March 3, 1998 , Accepted March 18, 1998
 
Language, Speech, and Hearing Services in Schools, July 1998, Vol. 29, 148-157. doi:10.1044/0161-1461.2903.148
History: Received March 3, 1998; Accepted March 18, 1998

Twelve African American and twelve Caucasian preschool children were administered items from the Preschool Language Assessment Instrument (PLAI) under standard conditions and in thematic interactions (PLAI-T) to determine if task variability had an effect on language test scores. The African American group earned significantly higher test scores when the items were administered in the thematic mode as compared to the standardized test format, with the major score increases tending to occur on the more complex and difficult items. Clinical implications of considering task effects and dynamic assessment in multicultural assessment are discussed.

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