African American and Caucasian preschoolers' use of decontextualized language: Literate language features in oral narratives

Purpose: Low-income preschoolers use of literate language features in oral narratives across three age groups (3-, 4- and 5-year-olds) and two ethnic groups (Caucasian and African American) was examined. Method: Sixty-seven preschoolers generated a story using a wordless picture book. The literate language features examined were simple and complex elaborated noun phrases, adverbs, conjunctions, and mental/linguistic verbs. Results: Literate language features occured at measurable rates 3- to 5-year-old children. Conjuction use was positively associated with the use of complex elaborated noun phrases and adverbs, and the use of complex and simple elaborated noun phrases was inversely related. There were no differences between African American and Caucasian childern's usage rates. Age-related differences were observed in the use of mental/linguistic verbs and conjuagates. Clinical Implications: The importance of supporting decontextualized lanuage skills during teh preschool period is discussed.