04408oam 2200733I 450 991078369760332120230828231128.01-135-63918-31-283-88252-31-135-63919-11-282-37539-397866123753921-4106-1560-X10.4324/9781410615602 (CKB)1000000000244687(EBL)261408(OCoLC)475977185(SSID)ssj0000196298(PQKBManifestationID)11180779(PQKBTitleCode)TC0000196298(PQKBWorkID)10142510(PQKB)11080954(MiAaPQ)EBC261408(Au-PeEL)EBL261408(CaPaEBR)ebr10130693(CaONFJC)MIL237539(OCoLC)742296530(OCoLC)647517912 (EXLCZ)99100000000024468720180706d2006 uy 0engur|n|---|||||txtccrMalik goes to school examining the language skills of African American students from preschool-5th grade /Holly K. Craig, Julie A. WashingtonMahwah, N.J. ;London :Lawrence Erlbaum Associates,2006.1 online resource (191 p.)Description based upon print version of record.0-8058-5811-3 0-8058-4089-3 Includes bibliographical references (p. 151-166) and index.Cover; MALIK GOES TO SCHOOL; Title Page; Copyright Page; Table of Contents; Foreword by Walt Wolfram; Preface; 1 Who Is Malik?; 2 An Overview of Research on Child AAE; The Search for Unique AAE Features; Developing the Linguistic Inventory of Child AAE Features and Determining Its Distributional Properties; The Development of Nondiscriminatory Language and Literacy Evaluation Procedures; Understanding the Challenges Faced by the AAE-Speaking Student in Academic Contexts; The Place of Our Research Program at the University of Michigan; 3 Our School-Based Participants and Sampling ProceduresParticipantsData Collection; Summary; 4 Features of Child AAE; Background Issues; What Are the Features of AAE for Preschoolers Through Fifth Graders?; Summary; 5 Distributional Properties of AAE in the Early Grades; Students Were Speakers of AAE; Quantifying Overall Feature Production; Sources of Systematic Variation in DDM; Summary; 6 Nondialectal Expressive and Receptive Language Skills; Expressive Language Skills; Receptive Language Skills; Summary; 7 Evaluating Language at School Entry; Background; The MPAL Model; Summary; 8 African American Children in Academic DistressFactors Contributing to the Black-White Achievement GapNeed for a New Frame of Reference; 9 Relationships Among Language and Literacy Skills for African American Students; Linkages Between Oral Language and Reading Skills; Oral Language and Writing; Summary; 10 Summary and Final Thoughts; Malik Goes to School (and Fails); Cumulative Risk and Resiliency Model; Appendixes A-H; References; Author Index; Subject IndexMalik Goes to School: Examining the Language Skills of African American Students From Preschool-5th Grade synthesizes a decade of research by the authors, Holly Craig and Julie Washington, on the oral language and literacy skills of African American children from preschool to fifth grade. Their research has characterized significant influences on the child's use of AAE and the relationship between AAE and aspects of literacy acquisition. The research has also led to the characterization of other nondialectal aspects of language development. The outcome has been a culture-fair, child-cenAfrican American childrenLanguageAfrican American childrenEducationLanguage artsUnited StatesBlack EnglishAfrican American childrenLanguage.African American childrenEducation.Language artsBlack English.427/.973/08996073Craig Holly K.1486462Washington Julie A1486463MiAaPQMiAaPQMiAaPQBOOK9910783697603321Malik goes to school3705940UNINA