Task Familiarity: Effects on the Test Performance of Puerto Rican and African American Children

Two studies compared the performance of Puerto Rican and African American Head Start children (total n=134) on familiar (description) and unfamiliar (one word labeling) test tasks. Results indicated children performed better on the familiar test task, which was also more sensitive in differentiating...

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Bibliographic Details
Published in:Language, speech & hearing services in schools speech & hearing services in schools, 1997-10, Vol.28 (4), p.323-332
Main Authors: Pena, Elizabeth D, Quinn, Rosemary
Format: Article
Language:English
Subjects:
Adults
African American Children
African Americans
Babies
Black Students
Children
Children & youth
Disability Identification
Educational Practices
Familiarity
Language Impairments
Language Skills
Language Tests
Learning
Linguistics
Literacy
Minority Group Children
Mothers
Preschool children
Preschool Education
Project Head Start
Puerto Ricans
Reading
Researchers
School boards
Screening Tests
Socialization
Special education
Standardized tests
Test Construction
Test Content
Testing Problems
Vocabulary Development
Working class
Young Children
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Summary:Two studies compared the performance of Puerto Rican and African American Head Start children (total n=134) on familiar (description) and unfamiliar (one word labeling) test tasks. Results indicated children performed better on the familiar test task, which was also more sensitive in differentiating typically developing children from those with low language ability. (Author/DB)
ISSN:0161-1461
1558-9129
DOI:10.1044/0161-1461.2804.323