Presenter(s)

• Kristin Hardy, Graduate Student, University of Memphis - School Psychology
• Jennifer Salas, Graduate Student, University of Memphis - School Psychology
• Kaitlyn Vandervort, Graduate Student, University of Memphis - School Psychology
• Elizabeth Meisinger, Assistant Professor, University of Memphis

Abstract

This study examined how seven widely used cognitive and academic achievement test manuals address dialect variation, particularly African American Vernacular English (AAVE), within administration and scoring guidance. Findings revealed that although many manuals discouraged penalizing dialect, scoring practices often implicitly or explicitly treated dialectal features as errors and frequently relied on Mainstream American English (MAE) norms. Results highlight inconsistencies in culturally responsive assessment guidance and raise concerns about potential linguistic bias in psychoeducational evaluation practices. These findings are particularly relevant for school psychologists, speech-language pathologists, and educational evaluators involved in equitable assessment and interpretation of student performance.