Examining How SLPs Rate the Written Narratives of Black Second Graders: A Mixed Methods Study

Speech language pathologists (SLPs) are charged with providing equitable, clinically competent services for all individuals, regardless of their cultural or linguistic background. One practice known to be culturally fair is the use of narrative assessments. However, given the persistent emphasis on “standard” English in written communication, it is critical to examine how SLPs perceive and evaluate the writing of students who use diverse linguistic variations. In this mixed methods study, 42 Black and White SLPs rated the written narratives (one fictional, one personal) of two second-grade Black students who used African American English (AAE) and general American English (GAE). SLPs provided explanations detailing their rationale for their ratings. Findings indicated that there were no significant race-based differences for ratings. Fictional narratives were rated more favorably than personal narratives, and narratives written by the GAE speaker were rated more favorably than the AAE speaker. Qualitative analyses supported these findings as justifications largely involved grammar, followed by punctuation and writing conventions. These findings highlight the potential influence of pervasive language ideologies that favor features of GAE among SLPs. SLPs' justifications focused on components of macrostructure and microstructure, with an emphasis on microstructure (e.g., grammar and punctuation), suggesting that SLPs prioritize “correctness” over content.