The Complex Syntax Skills of Poor, Urban, African-American Preschoolers at School Entry

The present study examines complex syntax production by a sample of 45 preschool-age African-American boys and girls (chronological age [CA] 4:0 to 5:6, years:months) from urban, low-income homes. The results provide quantitative descriptions of amounts of complex syntax and suggest a potential positive relationship between amounts of complex syntax and amounts of nonstandard English form usage in the children's connected speech. Clinical applications are discussed.

KEY WORDS: African-American English, complex syntax, dialect

Submitted on June 2, 1993
Accepted on January 4, 1994

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