Periodic Reporting for period 2 - LINGUISTIC ILLUSIONS (Linguistic Illusions in Children with Down Syndrome, Specific Language Impairment and Typical Language Development)
Reporting period: 2019-08-21 to 2020-08-20
Results from almost 300 AAE- and SE- speaking children (TD, DS, and LD) from the Southern State of Mississippi show significant differences across the 3 populations and suggest a serious problem of astoundingly high risk for LD for the TLD populations (SE: 37.6% & AAE: 60.5%) that has never, to the best of our knowledge, been reported for any language or linguistic variety. After considering numerous possibilities, we concluded that gaps in the acquisition of grammar created by limited education and/or exposure to language before the age of 5 ‘allow’ the diagnostic test to over-screen and produce false-positives. Note that percentages of grammaticality were in fact high (87%-99.8%), with one exception. Additional customized and standardized testing confirm this conclusion. It should also be noted that 95% of children that were identified as being at risk for LD did not have a prior diagnosis, though they were at an age where they should have been tested or identified. Neither age nor the parents’ educational level was proven reliable factors for predicting either variation from MAE or risk for LD.
This project makes numerous contributions on a linguistic, methodological, clinical, and social-outreach level. For example, it enables us to clarify which seemingly grammatical differences between what is expected and what is actually produced are due to differences in the variation of English our participants are speaking and which are grammatical errors, which, in turn, prevents misdiagnosis and facilitates early diagnosis and intervention. Results from this study can assist with social inclusion of individuals with DS and LDs, as well as AAE-speaking children, given that AAE is a socially stigmatized variety. Our numerous outreach initiatives with public events, media coverage, and educational workshops for the public, conference presentations, and journal publications also help improve the public’s opinion on individuals with DS, LDs as well as the grammatical standing of dialects. The number of participants, populations, age range, grammatical phenomena, and the number of tasks administered are all innovative additions to the limited information available on these variations of American English.
Results from the project thus far have revealed a critical need for re-evaluation of the existing educational and clinical assessment systems currently in place in Mississippi and perhaps non-standard varieties of English in general, as well as the tools utilized to assess the linguistic and cognitive abilities of these children. We anticipate that the current study will have an invaluable impact on the process of diagnosis and treatment. Establishing the nature of grammatical differences between what is intended/expected and what is actually produced will help prevent over- or under-diagnosis and assist with more efficient intervention plans. The State of Mississippi is ranked amongst the lowest in terms of education and academic achievement. Knowing the true nature of the problem will help clarify what type of reformations are needed within the educational and diagnostic system to promote more efficient learning and better academic performance for the 2 varieties of English and other languages spoken across Europe and beyond. Publicising the results of this study assists in social and educational inclusion and the efficient integration of children speaking the SE and Southern AAE varieties, not only during primary and secondary education but also tertiary education. The outreach initiatives we have pursued thus far, serve as a precursor of the greater impact this study has on the local community and beyond.