Differentiating dialect from disorder: a comparison of two processing tasks and a standardized language test

Abstract

Previous research has indicated that norm-referenced language assessment protocols are often biased against dialectal speakers. Recently, the use of processing tasks has emerged as one possible means of reducing this bias in language testing. Processing tasks measure a child's ability to process and manipulate language rather than tap previous linguistic knowledge. The present study utilized 40 subjects between the ages of 7;0 and 7;3 in the following equal groupings: White normal language, White language impaired, African American normal language, African American language impaired. The subjects were administered the Test of Language Development-2P (TOLD-2P), the Nonword Repetition Task (NRT), and the Competing Language Processing Task (CLPT). Results indicated that all three measures differentiated normal-language and language-impaired subjects from one another. With regard to cultural group, confirmed speakers of African American English (AAE) with normal language scored significantly lower on the TOLD-2P compared to White normal-language subjects. Scores of the AAE-speaking subjects with normal language on the NRT and CLPT, however, did not differ significantly from the White normal-language subjects. These results suggest that AAE speakers with normally developing language (LN) may be at a disadvantage on tests of prior language knowledge and that processing tasks may be a useful tool in combination with other assessment measures to make less biased clinical decisions. Educational objectives: As a result of this activity, the reader will (1) be able to determine the utility of processing tasks in culturally unbiased language assessment. (2) The reader will be able to discriminate the difference between the results of a standardized language test and processing tasks on speakers of AAE.