Purpose The purpose of this assessment-focused clinical focus article is to increase familiarity with African American English (AAE)-speaking children's pattern of language use in third-person singular contexts and to discuss implications for speech-language assessments of developing AAE-speaking children. Method The clinical focus draws on descriptive case study data from four typically developing child speakers of AAE who are between the ages of 3 and 5 years. The children's data from three different sources-sentence imitation, story retell, and play-based language samples-were subjected to linguistic analyses. Results The three sources of linguistic data offered different insights into the children's production of -s and other linguistic patterns in third-person singular contexts. Conclusions This study underscores the importance of exploring developing child AAE from a descriptive approach to reveal different types of information about patterns of morphological marking in different linguistic contexts, which is crucial in assessing developing AAE. Implications for language assessment are discussed.

中文翻译：

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第三人称单一语境中的语言使用和发展：评估影响。

目的这篇以评估为重点的临床焦点文章的目的是增加对非裔美国英语 (AAE) 儿童在第三人称单一语境中的语言使用模式的熟悉程度，并讨论对发展中的 AAE 儿童的言语语言评估的影响. 方法 临床重点借鉴了 4 名年龄在 3 至 5 岁之间的典型 AAE 儿童说话者的描述性案例研究数据。对来自三个不同来源——句子模仿、故事复述和基于游戏的语言样本——的儿童数据进行了语言分析。结果 语言数据的三个来源为儿童在第三人称单数语境中产生 -s 和其他语言模式提供了不同的见解。结论 本研究强调了从描述性方法探索发展中的儿童 AAE 以揭示不同语言环境中形态标记模式的不同类型信息的重要性，这对于评估发展中的 AAE 至关重要。讨论了对语言评估的影响。