Malik Goes to School

Examining the Language Skills of African American Students From Preschool-5th Grade

Nonfiction, Reference & Language, Education & Teaching, Special Education, Language Arts, Linguistics, Health & Well Being, Psychology
Cover of the book Malik Goes to School by Holly K. Craig, Julie A. Washington, Taylor and Francis
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Author: Holly K. Craig, Julie A. Washington ISBN: 9781135639181
Publisher: Taylor and Francis Publication: April 21, 2006
Imprint: Psychology Press Language: English
Author: Holly K. Craig, Julie A. Washington
ISBN: 9781135639181
Publisher: Taylor and Francis
Publication: April 21, 2006
Imprint: Psychology Press
Language: English

Malik Goes to School: Examining the Language Skills of African American Students From Preschool-5th Grade synthesizes a decade of research by the authors, Holly Craig and Julie Washington, on the oral language and literacy skills of African American children from preschool to fifth grade. Their research has characterized significant influences on the child's use of AAE and the relationship between AAE and aspects of literacy acquisition. The research has also led to the characterization of other nondialectal aspects of language development. The outcome has been a culture-fair, child-centered language evaluation protocol.

This very readable volume will be important to students, clinicians, and teachers, learning about and working with, African American children. The book has direct relevance to academic planning, clinical decision-making, curriculum development, and educational policymaking.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Malik Goes to School: Examining the Language Skills of African American Students From Preschool-5th Grade synthesizes a decade of research by the authors, Holly Craig and Julie Washington, on the oral language and literacy skills of African American children from preschool to fifth grade. Their research has characterized significant influences on the child's use of AAE and the relationship between AAE and aspects of literacy acquisition. The research has also led to the characterization of other nondialectal aspects of language development. The outcome has been a culture-fair, child-centered language evaluation protocol.

This very readable volume will be important to students, clinicians, and teachers, learning about and working with, African American children. The book has direct relevance to academic planning, clinical decision-making, curriculum development, and educational policymaking.

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