Clinical Question: Among school-age children who speak AAE (P), does the use of dialect scoring modifications (I), when compared to traditional scoring methods (C), yield more reliable identification of true language disorders (O)? Method: Structured Review. Study Sources: Google Scholar and ASHAWire. Search Terms: (1) "dialect" OR "AAE" OR "scoring modifications" AND "language" AND (2) "scoring modifications for AAE dialect users." Number of Included Studies: 3. Primary Results: (1) Dialect status should be confirmed before utilizing scoring modifications; (2) Scoring modifications are recommended when standardized tests must be given to students who exhibit linguistic variations from General American English, but caution should be exercised. Students may obtain higher scores with modifications, but there are risks for false positives or false negatives, which impacts diagnostic accuracy; and (3) When comparing the performance of students with and without language disorders on a sentence recall task, dialect-strategic scoring modifications provide moderate to high levels of diagnostic accuracy. Conclusions: Limited standardized, norm-referenced tests currently exist that offer detailed scoring modifications to accurately diagnose language impairment in children who use a variety of dialects. Additional research is needed to determine the validity of scoring modifications on a variety of language-based tasks beyond sentence recall and language sampling. SLPs should not rely solely on standardized measures when making clinical decisions for dialect speakers; they should consider a wide range of assessment practices that have been found to be less biased and culturally responsive (e.g., dynamic assessment, language sampling, and processing-based tasks).