RUNNING HEAD: Ways of Examining Speech Acts in Young African American Children 1

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RUNNING HEAD: Ways of Examining Speech Acts in Young African American Children 1

*Supplemental Digital Content. Speech Act Classifications: Unifying Cross Reference Dore

Primitive Speech Act

Dore

Conversational Act

Halliday

Functions Moerk

Functions Tough

Functions Ninio, Snow, Pan & Rollins Speech Acts

Lahey Functions

Answering Responses to requests Informative Referential Interpretive

(Reporting, Reasoning)

Directives and

Responses Discourse

(Respond)

Calling Calling attention

Organizational device

Interactional Referential Relational (Interactional)

Directives and Responses

Regulate (Focus Attention)

Greeting Organizational device Interactional Referential Relational

(Interactional) Markings and

Responses Routine

Labeling Descriptions Informative Referential Interpretive

(Reporting)

Statements and Responses

Comment Practicing

--- --- --- --- --- ---

Protesting Performatives Interactional Expressive Relational (Self-

maintaining)

Evaluations Protest/ Reject

Repeating

--- --- ---

-

---

^Speech

Elicitations and Responses

Discourse (Imitate)

Requesting Action Requests Regulatory Directive Directive (Other

directing) Directives and

Responses Regulate (Direct actions)

Requesting Answer Requests Heuristic Directive Directive (Other

directing)

Questions and Responses &

Demands for Clarification

Regulate (Obtain information)

---

Acknowledgements Interactional

---

Relational (Interactional)

Statement and Responses

Discourse (Affirm)

____________________________________________________________________________________________________________

Supplemental digital content for: DeJarnette, G., Rivers, K. O., and Hyter, Y. (2015). Ways of examining speech acts in young

African American children: Considering inside-out and outside-in approaches. Topics in Language Disorders, 15(1).

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RUNNING HEAD: Ways of Examining Speech Acts in Young African American Children 2

* Supplemental Digital Content. Speech Act Classifications: Unifying Cross Reference (cont.) Dore

Primitive Speech Act

Dore

Conversational Act

Halliday

Functions Moerk

Functions Tough

Functions Ninio, Snow, Pan & Rollins Speech Acts

Lahey Functions ---

Statements Informative Referential Interpretive

(Reporting) Statement and

Responses Comments,

Report/Inform

--- ---

Instrumental Expressive Relational (Self- maintaining)

Commitments and

Responses Regulate (Obtain an object)

--- ---

- Personal Directive Relational (Self maintaining)

Commitments and

Responses

--- --- ---

Imaginative Referential Projective

(Imaginating) Declaration and

Responses Pretend

--- ---

^Personal ^Directive Directive (Self- directing)

Commitments and

Responses

--- --- ---

-

---

Referential Projective

(Predicting)

--- --- --- --- ---

Referential Projective

(Empathetic) Markings and

Responses

--- --- --- --- --- ---

Statement and

Responses Discourse, (Negate)

--- --- --- --- --- ---

Discourse, (Back- channel)

--- --- --- --- ---

Text Editing Discourse (Repair)

___________________________________________________________________________________________________________

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RUNNING HEAD: Ways of Examining Speech Acts in Young African American Children 3

* Supplemental Digital Content. Speech Act Classifications: Unifying Cross Reference (cont.)

____________________________________________________________________________________________________________

Dore Primitive Speech Act

Dore

Conversational Act

Halliday

Functions Moerk

Functions Tough Functions

Ninio, Snow, Pan & Rollins Speech Acts

Lahey Functions

--- --- --- --- --- Performances --- --- --- --- Expressive --- --- --- --- --- --- --- --- Demands for

clarification --- Vocalization

--- --- --- --- --- --- Discourse (Initiate a topic or turn)

--- --- --- --- --- Markings and

Response Emote

--- --- --- --- --- --- Regulate (Obtain response) --- --- --- --- --- --- Regulate (Obtain

participation or invite)

________________________________________________________________________________________________________________________________________________

Sources: Dore, 1974; 1975; 1977; 1978; Halliday (1975); Lahey, 1988; Moerk, 1975; Ninio, Snow & Rollins, 1994; Tough (1977).

*Adapted from the work of DeJarnette (2006, 2008, 2009).