Interpreting the Early Language Trajectories of Children From Low-SES and Language Minority Homes: Implications for Closing Achievement Gaps
TLDR
Declaring all developmental trajectories to be equally valid would not change the robust relation between English oral language skills and academic achievement and would not help children with poor English skills to be successful in school.Abstract:
On average, children from low socioeconomic status (SES) homes and children from homes in which a language other than English is spoken have language development trajectories that are different from those of children from middle-class, monolingual English-speaking homes. Children from low-SES and language minority homes have unique linguistic strengths, but many reach school age with lower levels of English language skill than do middle-class, monolingual children. Because early differences in English oral languageskill have consequences for academic achievement, low levels of English language skill constitute a deficit for children about to enter school in the United States. Declaring all developmental trajectories to be equally valid would not change the robust relation between English oral language skills and academic achievement and would not help children with poor English skills to be successful in school. Remedies aimed at supporting the development of the English skills required for academic success need not and should not entail devaluing or diminishing children’s other language skills.read more
Citations
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Journal ArticleDOI
A Transdisciplinary Framework for SLA in a Multilingual World
Dwight Atkinson,Heidi Byrnes,M. Doran,Patricia A. Duff,Nick C. Ellis,J. K. Hall,Karen E. Johnson,James P. Lantolf,Diane Larsen-Freeman,E. Negueruela,Bonny Norton,Lourdes Ortega,John H. Schumann,Merrill Swain,Elaine Tarone +14 more
TL;DR: The field of second language acquisition (SLA) seeks to understand the processes by which school-aged children, adolescents, and adults learn and use, at any point in life, an additional language, including second, foreign, as discussed by the authors.
Journal ArticleDOI
The Contribution of Early Communication Quality to Low-Income Children’s Language Success
Kathy Hirsh-Pasek,Lauren B. Adamson,Roger Bakeman,Margaret Tresch Owen,Roberta Michnick Golinkoff,Amy Pace,Paula K. S. Yust,Katharine Suma +7 more
TL;DR: Wide variation in the quality of nonverbal and verbal interactions at 24 months accounted for 27% of the variance in expressive language 1 year later, and indicators of quality were considerably more potent predictors of later language ability than was the quantity of mothers’ words during the interaction or sensitive parenting.
Journal ArticleDOI
The Neuroscience of Socioeconomic Status: Correlates, Causes, and Consequences
TL;DR: This review summarizes the current state of knowledge regarding the neuroscience of SES, and the relevance of this topic to neuroscience more generally is considered.
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Deconstructing Building Blocks: Preschoolers' Spatial Assembly Performance Relates to Early Mathematical Skills
Brian N. Verdine,Roberta Michnick Golinkoff,Kathy Hirsh-Pasek,Nora S. Newcombe,Andrew T. Filipowicz,Alicia Chang +5 more
TL;DR: 3-year-olds' spatial assembly skills are probed using interlocking block constructions and a detailed scoring scheme provides insight into early spatial processing and offers information beyond a basic accuracy score.
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Language Matters: Denying the Existence of the 30-Million-Word Gap Has Serious Consequences
Roberta Michnick Golinkoff,Erika Hoff,Meredith L. Rowe,Catherine S. Tamis-LeMonda,Kathy Hirsh-Pasek +4 more
TL;DR: Why the 30-million-word gap should not be abandoned, and the importance of retaining focus on the vital ingredient to language learning-quality speech directed to children rather than overheard speech, are addressed.
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