Reexamining the Verbal Environments of Children from Different Socioeconomic Backgrounds

Autor/inn/en	Sperry, Douglas E.; Sperry, Linda L.; Miller, Peggy J.
Titel	Reexamining the Verbal Environments of Children from Different Socioeconomic Backgrounds
Quelle	In: Child Development, 90 (2019) 4, S.1303-1318 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sperry, Douglas E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13072
Schlagwörter	Socioeconomic Status; Vocabulary Development; Infants; Toddlers; Young Children; Low Income; North Americans; Poverty; Middle Class; Comparative Analysis; Ethnography; Longitudinal Studies; Family Environment; Family Relationship; Definitions; Verbal Communication; Language Acquisition + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Wortschatzarbeit; Infant; Toddler; Toddlers; Kleinkind; Infants; Frühe Kindheit; Niedriglohn; Armut; Mittelschicht; Ethnografie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Familienmilieu; Begriffsbestimmung; Sprachaneignung; Spracherwerb
Abstract	Amid growing controversy about the oft-cited "30-million-word gap," this investigation uses language data from five American communities across the socioeconomic spectrum to test, for the first time, Hart and Risley's (1995) claim that poor children hear 30 million fewer words than their middle-class counterparts during the early years of life. The five studies combined ethnographic fieldwork with longitudinal home observations of 42 children (18-48 months) interacting with family members in everyday life contexts. Results do not support Hart and Risley's claim, reveal substantial variation in vocabulary environments within each socioeconomic stratum, and suggest that definitions of verbal environments that exclude multiple caregivers and bystander talk disproportionately underestimate the number of words to which low-income children are exposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01