This study focuses on strengths and challenges of poor rural African American parents. Ninety-two participants responded to semistructured interview questions about parenting, religiosity, and stress. Parents who are more religious reported using fewer coercive parenting strategies and experiencing fewer stressful life events. These findings are discussed in terms of practical implications for professionals who support rural African American families.
Four hundred and twenty-seven deaf students (age 10 to 19 years) and 60 hearing children (age eight to 10 years) judged the grammaticality of sample sentences which contained infinitival or gerundive complements. Results indicated improvement with increasing age for deaf students. Even the youngest hearing students consistently obtained higher scores than most of the deaf students. Although the function of the complement (as subject or object) did not make a difference in performance, the type of complement did. POSS-ing complements were easier than [or-to complements. Verb type also influenced performance.This study of complementation is part of a larger investigation of syntactic structure in the language of people who are deaf and the nonstandard structures which occur therein. Traditional studies have analyzed deaf people's nonstandard use of English in terms of omissions, redundancies, substitutions, and word order errors (Myklebust, 1964; Perry, 1968). The present study, and the larger investigation of which it is part, presuppose that the language of deaf people, although often appearing to be garbled or stereotyped in structure, can nonetheless be described by syntactic rules, as can all natural languages, and that those rules can be examined and described within the framework of transformational generative grammar (Chomsky, 1957;1965).A grammar, as defined by Chomsky (1957) and other linguists, describes the "'generation" of an infinite number of sentences by a finite number of rules. A major feature of all grammars is recursiveness: the generation of complex sentences consisting of two or more simple sentences joined into one. In English, the three recursive processes are conjunction ("Bill and Tom are seniors"), relativization ("The boy who hit Mary is my brother"), and complementation ("John demanded that Mary leave early"). Complementation is the process to be discussed here. There are three types of complementizing processes, "clausal," "infinitival," and "gerundive."An example of a clausal complement is "John knows that Mary is my sister." Here, two simple sentences ("John knows it," "Mary is my sister") are joined by the complementizer that (hence the name that-complement used by transformational grammarians) so as to form a complex sentence. The second sentence ("Mary is my sister") is embedded in the first ("John knows it"). The appearance of that is optional in these cases since "John knows Mary is my sister" is also grammatical. 448 Downloaded From: http://jslhr.pubs.asha.org/ by a Western Michigan University User on 03/28/2016 Terms of Use: http://pubs.asha.org/ss/rights_and_permissions.aspx
Approximately 480 deaf students (age 10 to 19 years) and 60 hearing students (age eight to 10 years) were asked to judge the grammaticality of sentences containing auxiliary verbs, of sentences where the verb had been deleted, and of sentences in which the verb tense was not marked. The results indicated that deaf students have considerable difficulty with the verb system of English. This difficulty was most pronounced in the formation of tense and voice and in agreement in number and tense. A possible ordering for the acquisition of tense did emerge; from earliest to latest it is: simple past, future, present progressive, perfective, and passive. Improvement in grammaticality judgments appeared to come from an increase in recognition that incorrect sentences were ungrammatical.
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