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Toward Validation of a Minimal Competence Phonetic Core for African American Children

Contact author: Ida J. Stockman, 203 Oyer Building, College of Communication Arts and Sciences, Michigan State University, East Lansing, MI 48824-1212. E-mail: stockma1{at}msu.edu.

Purpose: This study aimed to show (a) whether the minimal competence core (MCC) of consonants used by African American preschoolers in I. Stockman (2006) can be observed in a larger group of children using shorter and more controlled speech samples and (b) whether the MCC pass/fail outcomes are differentially related to performance on selected criterion measures of typical and atypical speech.

Method: Word-initial single and clustered consonants were sampled in the conversational speech of 120 Head Start students who were distributed in a northern (Lansing, Michigan) and a southern (Baton Rouge, Louisiana) regional location.

Results: The data generally corroborated the earlier preliminary report, which was based on just 7 children. More than 80% of the children met criteria for passing the core set of phonetic competencies, which included word-initial consonant clusters and 13 consonant singletons. Pass/fail outcomes were significantly related to suspected clinical delay and the overall Percentage of Consonants Correct–Revised (PCC-R).

Conclusion: The initial consonant core identified in this study is potentially useful for identifying speech delay among young African American children. Clinical and research issues related to its use for diagnostic screening are discussed.

KEY WORDS: African American, children, MCC, consonant articulation, validity

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This article has been cited by other articles:

				I. J. Stockman, L. Karasinski, and B. Guillory The Use of Conversational Repairs by African American Preschoolers Lang Speech Hear Serv Sch, October 1, 2008; 39(4): 461 - 474. [Abstract] [Full Text] [PDF]