LEADER 04408oam 2200733I 450 001 9910783697603321 005 20230828231128.0 010 $a1-135-63918-3 010 $a1-283-88252-3 010 $a1-135-63919-1 010 $a1-282-37539-3 010 $a9786612375392 010 $a1-4106-1560-X 024 7 $a10.4324/9781410615602 035 $a(CKB)1000000000244687 035 $a(EBL)261408 035 $a(OCoLC)475977185 035 $a(SSID)ssj0000196298 035 $a(PQKBManifestationID)11180779 035 $a(PQKBTitleCode)TC0000196298 035 $a(PQKBWorkID)10142510 035 $a(PQKB)11080954 035 $a(MiAaPQ)EBC261408 035 $a(Au-PeEL)EBL261408 035 $a(CaPaEBR)ebr10130693 035 $a(CaONFJC)MIL237539 035 $a(OCoLC)742296530 035 $a(OCoLC)647517912 035 $a(EXLCZ)991000000000244687 100 $a20180706d2006 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMalik goes to school $eexamining the language skills of African American students from preschool-5th grade /$fHolly K. Craig, Julie A. Washington 210 1$aMahwah, N.J. ;$aLondon :$cLawrence Erlbaum Associates,$d2006. 215 $a1 online resource (191 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-5811-3 311 $a0-8058-4089-3 320 $aIncludes bibliographical references (p. 151-166) and index. 327 $aCover; 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 Procedures 327 $aParticipantsData 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 Distress 327 $aFactors 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 Index 330 $aMalik 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-cen 606 $aAfrican American children$xLanguage 606 $aAfrican American children$xEducation 606 $aLanguage arts$zUnited States 606 $aBlack English 615 0$aAfrican American children$xLanguage. 615 0$aAfrican American children$xEducation. 615 0$aLanguage arts 615 0$aBlack English. 676 $a427/.973/08996073 700 $aCraig$b Holly K.$01486462 701 $aWashington$b Julie A$01486463 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910783697603321 996 $aMalik goes to school$93705940 997 $aUNINA