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, 2021; Mahurin-Smith et al., 2021), qualitative (Hamilton & DeThorne, 2021), and mixed methods (Mills et al., 2021). These articles will help readers identify ways in which AAE affects how teachers view its speakers' language skills and communicative practices and relates to its speakers' literacy outcomes. Conclusion The goal of the forum is to make a lasting contribution to the discipline with a concentrated focus on how to assess and address communicative variation in the U.S. classroom.Purpose Using a framework of culturally and linguistically responsive classroom management, this study employed both quantitative and qualitative analyses of ethnographic data to illustrate patterns of corrections/behavioral warnings in teacher-child interactions for an African American child in the classroom. selleck chemicals Method Three child participants and their teacher were recruited for the study MJ, an African American kindergartner, the focal child, and two same-sex Filipino classmates who spoke a nonmainstream dialect of English, Ben and Leo, for frame of reference. None of the three boys were diagnosed with language-learning difficulties. Data analyses included (a) categorical analyses of observational field notes taken across a 7-week period of classroom observation and (b) situated discourse analysis taken from video-recorded small group literacy lessons also in the classroom. Results Two key findings emerged. First, MJ, the focal participant, received a relatively high frequency of correction/behavioral warnings, both relative to the other forms of teacher-initiated interaction and also relative to his two classmates. Second, the majority of MJ's corrections/behavioral warnings were directed toward his volume and verve-features that have been associated with the communication style of many African American students. Conclusions We need to include teachers and administrators in our discussions about the communication style of African American students and broaden these discussions to explicitly consider the influence of nonverbal features, such as volume and verve, on patterns of teacher-student communication interactions. In particular, such communication features may be contributing to high-stakes outcomes for African American children, such as referrals, diagnoses, educational placements, and disciplinary actions.Purpose This study was designed to assess the utility of a tool for automated analysis of rare vocabulary use in the spoken narratives of a group of school-age children from low-income communities. Method We evaluated personal and fictional narratives from 76 school-age children from low-income communities (M age = 9;3 [years;months]). We analyzed children's use of rare vocabulary in their narratives, with the goal of evaluating relationships among rare vocabulary use, performance on standardized language tests, language sample measures, sex, and use of African American English. Results Use of rare vocabulary in school-age children is robustly correlated with established language sample measures. Male sex was also significantly associated with more frequent rare vocabulary use. There was no association between rare vocabulary use and use of African American English. Discussion Evaluation of rare vocabulary use in school-age children may be a culturally fair assessment strategy that aligns well with existing language sample measures.Purpose In order to provide appropriate and effective assessment and instructional activities, teachers are encouraged to develop their cultural competency. Although speech-language pathologists (SLPs) receive training on the linguistic features of nonmainstream dialects of English, such as African American English (AAE), less is known about teachers' training, beliefs, and pedagogical knowledge surrounding this topic. Method Using stratified random sampling by county population, we invited educators within selected Ohio school districts to complete an online survey (n = 17,548). The survey probed teachers' pre- and postservice training, beliefs, and knowledge of linguistic features and terminology relating to AAE. A total of 571 teachers completed at least 50% of the survey items (3.66% response rate). Results Few teachers report receiving training on AAE and demonstrated a limited grasp of linguistic terms commonly found in AAE literature; however, many teachers reported feeling confident in their abilities to identify features of AAE in written language tasks. In terms of school culture, teachers reported that they believed AAE to be more appropriate outside (rather than inside) the classroom, and only one third of teachers received resources to enhance their knowledge of the cultural and linguistic features of AAE. Conclusions Results suggest that teachers may benefit from increased access to training and materials to further develop their cultural competence. Given SLPs' familiarity with cultural and linguistic variability, SLPs may work to support teachers' cultural competence and encourage culturally appropriate assessment and intervention practices. Additional research is needed to determine how teachers' skills in these areas predict effectiveness/teaching ability and which factors are most important in the provision of culturally relevant instruction.Purpose This work describes community-based participatory research (CBPR) to support language and literacy development with Pre-K and kindergarten African American boys. Method The aim and goals of the project were designed using the CBPR model. Interventionists were trained with researcher-designed videos. Interventionist fidelity to training was assessed. Pre- and posttests of child language were completed after the 12 weeks of dialogic reading intervention. Results The CBPR team learned the dialogic reading protocol from the video trainings and provided the lessons with fidelity. Children's postintervention scores of sound-matching and nonword repetition increased significantly. Postintervention changes in lexical diversity and productive syntax were age graded, such that younger children's scores increased over time whereas older children's scores decreased. Conclusions CBPR is a viable method for speech-language pathologists seeking to develop language and literacy lessons for low resource communities. Self-paced videos can effectively train interventionists to provide dialogic reading lessons with fidelity.