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1.
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. 相似文献
2.
David J. Purpura 《Child development》2019,90(6):1839-1846
Over two decades ago, the “30-million-word” gap rose to prominence after work by Hart & Risley (1995) suggested that children from families with low socioeconomic status (SES) heard fewer words than their peers from families with higher SES during their first 4 years of life. Recent research challenges the magnitude and even existence of this gap. However, due to methodological limitations, we know very little about the presence, magnitude, and settings in which there may be a word gap. Moreover, causal evidence is also limited. I highlight why it is critical for the field to have a more precise understanding of the nature of the word gap (or lack thereof) and potential avenues for better evaluating this phenomenon. 相似文献
3.
There are at least two languages (American Sign Language [ASL], English) and three modalities (sign, speech, print) in most deaf individuals' lives. Mixing of ASL and English in utterances of deaf adults has been described in various ways (pidgins, diglossia, language contact, bilingualism), but children's mixing usually is treated as the 'fault' of poor input language. Alternatively, how might language mixing serve their communication goals? This article describes code variations and adaptations to particular situations. Deaf children were seen to exhibit a wide variety of linguistic structures mixing ASL, English, Spanish, signing, and speaking. Formal lessons supported a recoding of English print as sign and speech, but the children who communicated English speech were the two who could hear speech. The children who communicated ASL were those who had deaf parents communicating ASL or who identified with deaf houseparents communicating ASL. Most language produced by the teacher and children in this study was mixed in code and mode. While some mixing was related to acquisition and proficiency, mixing, a strategy of many deaf individuals, uniquely adapts linguistic resources to communication needs. Investigating deaf children's language by comparing it to standard English or ASL overlooks the rich strategies of mixing that are central to their communication experience. 相似文献
4.
Julie Marshall Sue Ralph Sue Palmer 《International Journal of Inclusive Education》2013,17(3):199-215
Approximately one-eighth of early school-aged children in the UK have speech and language difficulties. Many such children are now being educated in mainstream settings. However, there is a dearth of up-to-date and valid research that considers UK (student) teachers' attitudes towards such children. Two hundred and sixty-eight trainee teachers (PGCE students) from Manchester were given two questionnaires, containing both closed and open questions, to measure their attitudes towards and experiences with children with speech and language difficulties. A range of attitudes was expressed and most concern was around the issues of resources (both time and knowledge based). Most teachers were positive about their expectations of such children. Attitudes were not significantly related to teachers' gender, teaching type/subject, previous knowledge of someone with speech and language difficulties or experience of children with such difficulties. Views on the educational placement for children with a range of communication difficulties varied. The authors consider that two-pronged action is needed to facilitate an improvement: a greater focus on the inclusion debate (not specifically tied to this group of children) and also additional knowledge and resources. 相似文献
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Teaching culture in the foreign language classroom has been widely debated ever since its importance was recognized. Current research suggests that centralized ‘top down’ curricular policies can become potential constraints to teaching culture and points to the need for adapting curricula for culture-integrated language learning. This study analysed official curriculum documents published in 14 different countries to identify how the sociocultural component to Teaching English as a Foreign Language is reflected in the document. To date, there is scarce research on the place of culture in English as a Foreign Language curricula; hence, the present study aims at filling in a gap in this area. The study points to the following findings: curricula state the importance of culture in language learning and promote an integrative view of teaching language and culture; cultural objectives focus on appreciating cultural diversity, raising cultural awareness and reinforcing students’ positive cultural identity; teachers are portrayed as facilitators (rather than transmitters) of cultural knowledge yet, learners are described as acquiring (rather than discovering) cultural knowledge; curriculum documents focus on cultural knowledge and attitudes towards foreign cultures, rather than on the skills needed for successful interaction. These findings are elaborated and discussed, with potential implications for practice. 相似文献
7.
Linda M. Phillips Stephen P. Norris Denyse V. Hayward Meridith A. Lovell 《Early Childhood Education Journal》2017,45(1):111-119
This study investigated whether mothers’ measured reading proficiency and their educational level predict, over and above each other, their children’s receptive vocabulary and reading proficiency when confounding factors of speaking a minority language, ethnicity, number of children in the family, and marital and employment status are controlled. The sample included 155 children (aged 3–5 years) and their mothers (aged 20–44 years) of low income and low educational background from Western Canada. Findings support the conclusion that maternal reading level predicts both their children’s receptive vocabulary and reading proficiency prior to schooling after maternal education is taken into account. The findings also show, after the effects of maternal reading ability are removed, maternal education predicts their children’s reading ability prior to school but not their receptive vocabulary proficiency. Thus, maternal reading proficiency and maternal education appear not to serve as proxies for each other, and the use of both variables should be used in studies where children’s reading and receptive vocabulary proficiency are dependent measures. Early childhood educators dedicated to the improvement of the language and literacy levels of children in their care may consider the implementation of programs that focus on improving mothers’ reading proficiency whereby their children’s levels also improve. Early childhood education is the prime time to provide a richer and more fruitful approach to reduce the persistent knowledge gap of children from low-income and low-educational background families. 相似文献
8.
Noreen Yazejian Donna M. Bryant Sydney Hans Diane Horm Lisa St. Clair Nancy File Margaret Burchinal 《Child development》2017,88(5):1671-1688
Educare is a birth to age 5 early education program designed to reduce the achievement gap between children from low‐income families and their more economically advantaged peers through high‐quality center‐based programming and strong school–family partnerships. This study randomly assigned 239 children (< 19 months) from low‐income families to Educare or a business‐as‐usual control group. Assessments tracked children 1 year after randomization. Results revealed significant differences favoring treatment group children on auditory and expressive language skills, parent‐reported problem behaviors, and positive parent–child interactions. Effect sizes were in the modest to medium range. No effects were evident for observer‐rated child behaviors or parent‐rated social competence. The overall results add to the evidence that intervening early can set low‐income children on more positive developmental courses. 相似文献
9.
Identifying the challenges and opportunities to meet the needs of children with speech,language and communication difficulties 
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下载免费PDF全文 The views of experienced educational practitioners were examined with respect to the terminology used to describe children with speech, language and communication needs (SLCN), associated problems and the impact of speech and language difficulties in the classroom. Results showed that education staff continue to experience challenges with the range of terminology used to refer to the children's needs. Terms used to refer to difficulties with speech were least familiar to the respondents. Difficulties were noted in distinguishing between children with SLCN and children where English was an additional language. Respondents indicated a variety of additional difficulties experienced by the children. Literacy difficulties were reported to be more prevalent in children with language difficulties, while levels of bullying and anxiety were reported to be higher in children with speech problems. Respondents reported that tools for identifying speech and language difficulties and procedures for accessing effective resources are required. 相似文献
10.
This study took a novel approach to understanding the role of language in spatial development by combining approaches from spatial language and gesture research. It analyzed forty-three 4.5- to 6-year-old’s speech and gesture production during explanations of reasoning behind performance on Spatial Analogies and Children’s Mental Transformation Tasks. Results showed that speech and gesture relevant for solving the trials (disambiguating correct choices) predicted spatial performance when controlling for age, gender, and spatial words and gestures produced. Children performed the spatial tasks well if they produced relevant information either verbally through speech or nonverbally through gesture. These results highlight the importance of not only focusing on concepts children can reference but also on how such concepts are used in spatial tasks. 相似文献
11.
Claire M. Edwards Jason M. Newell Danielle Waldrep Rich Laurel I. Hitchcock 《Journal of Teaching in Social Work》2013,33(5):529-543
The professions of social work (SWK) and speech language pathology (SLP) often involve the provision of services to a diverse group of client populations in a variety of settings; this is particularly true when meeting the complex needs of children and their families. It is widely accepted that collaborative treatment approaches utilizing multidisciplinary teams is an effective method of practice when serving children who are developmentally delayed or challenged, yet there is little information in the literature regarding the quantity, quality, and efficacy of collaboration among professional disciplines serving child populations. This article addresses the identified gap in the pedagogical literature regarding collaborative case management approaches between social workers (SWKs) and speech language pathologists (SLPs) using a case example describing a child in need of early intervention services. Following the case study, sample assessment questions are provided (utilizing the professional standards from both SWK and SLP) as a measure of professional competency and practice behavior. Finally, a discussion of the practical ways SWKs and SLPs can be trained in order to be mutually supportive in meeting the needs of children requiring multidisciplinary services through a collaborative or trans-team approach is provided. 相似文献
12.
儿向言语是指儿童的主要照顾者(一般为母亲)对儿童所使用的简化的语域,它是儿童语言习得初期最重要的输入形式。儿向言语在语音、词汇、句法等方面具有与成人间话语不同的特征;儿向言语还随着儿童语言和认知的发展调整复杂程度;成人文化水平及社会经济地位的差异导致他们的儿向言语产生差异进而影响儿童的语言发展。掌握儿向言语这些特征并能在课堂中灵活运用儿向言语对于提高英语教学质量起着至关重要的作用。 相似文献
13.
‘Universal’ early education: Who benefits? Patterns in take‐up of the entitlement to free early education among three‐year‐olds in England 下载免费PDF全文
下载免费PDF全文 Tammy Campbell Ludovica Gambaro Kitty Stewart 《British Educational Research Journal》2018,44(3):515-538
For over a decade, all three‐year‐olds in England have been entitled to a free part‐time early education place. One aim of this policy is to close developmental gaps between higher‐income and low‐income children. However, the success of the initiative depends on children accessing the places. Using the National Pupil Database, we examine all autumn‐born four‐year‐olds attending in January 2011, and ask whether they started attending when first eligible, in January 2010. One in five children did not access their free place from the beginning, and the proportion is much higher among children from families with persistently low incomes. We also find differences by ethnicity and home language, but these factors explain only a small share of the income gradient. We go on to explore associations between non‐take‐up and local area factors. In areas with higher child poverty rates, take‐up is lower overall, but the gap between low‐income and other families is smaller. There are also various associations between take‐up and local proportions of different provider types (maintained, private, voluntary, Sure Start). In particular, the voluntary sector seems to have more flexibility than maintained provision to offer places in January, and more success than private providers in reaching children from lower‐income backgrounds. The analysis also highlights how take‐up overall is relatively high and the gap by income level is smaller in areas with more Sure Start provision. This suggests that aspects of Sure Start facilitated access among low‐income families, and could perhaps be replicated as implementation of the free entitlement continues to be expanded. 相似文献
14.
Sharynne McLeod Kathryn Crowe Sarah Masso Elise Baker Jane McCormack Yvonne Wren 《Australian Journal of Learning Difficulties》2017,22(1):15-33
AbstractSpeech sound disorders are a common communication difficulty in preschool children. Teachers indicate difficulty identifying and supporting these children. The aim of this research was to describe speech and language characteristics of children identified by their parents and/or teachers as having possible communication concerns. 275 Australian 4- to 5-year-old children from 45 preschools whose parents and teachers were concerned about their talking participated in speech-language pathology assessments to examine speech, language, literacy, non-verbal intelligence, oromotor skills and hearing. The majority (71.3%) of children demonstrated lower consonant accuracy than expected for their age, 63.9% did not pass the language-screening task, 65.5% had not been assessed and 72.4% had not received intervention from a speech-language pathologist. The 132 children who were identified with speech sound disorder (phonological impairment) were more likely to be male (62.9%) who were unintelligible to unfamiliar listeners, and had poor emergent literacy and phonological processing skills, despite having typical hearing, oral structures, and intelligence. Children identified by parents and teachers with concerns may have a range of speech, language and communication needs requiring professional support. 相似文献
15.
John Fantuzzo Jill Stoltzfus Megan Noone Lutz Helen Hamlet Vijaykumar Balraj Colleen Turner Samuel Mosca 《Early childhood research quarterly》1999,14(4):465
The present study is an evaluation of the special needs referral system in a large urban Head Start program. To assess the validity of this system, two assessments were conducted. The first examined a representative sample of 105 children who were formally referred for special needs services. The Early Intervention Screening Profile (EISP) was used to indicate the distribution of problem behaviors of these special needs children. Two independent raters evaluated all cases. Reliable evaluations revealed that all of the referred children displayed speech and language problems, with 70% showing only speech problems and 30% showing speech plus emotional and behavioral problems. The second assessment examined reports of teachers’ concerns about children program-wide by obtaining a representative sample of 203 children nominated by teachers as most likely to be identified as having special needs. Teachers completed a modified EISP. Results indicated that over 70% of the children evidenced emotional and behavioral problems with no accompanying speech difficulties and 30% displayed emotional and behavioral problems plus speech problems. Implications of referral biases were discussed. 相似文献
16.
Clinical and diagnostic approaches to special educational needs do not translate easily into educational models. In some cases, these approaches can serve to limit understanding of children's wider needs. Children with specific speech and language difficulties (SSLD) are a case in point. Clear criteria exist for identification, but identification mechanisms may not relate to the child's wider educational needs. This paper addresses the ways that children with SSLD present in mainstream educational settings. The study aimed to identify all Year 3 children with SSLD in two English local education authorities. One hundred and thirty-three children (95 boys and 37 girls were identified). Sixty-five per cent of the children were in mainstream schools, 14.3 per cent in mainstream schools with designated units and the remainder in special schools. Half were at stage 5 of the Code of Practice, with most of the remaining participants at stage 3. Children experienced a wide range of difficulties, in addition to their primary speech and language problems. Patterns of difficulties varied across children, and associations existed between particular forms of language problems and learning and relationship problems. Professionals (teachers, educational psychologists and speech and language therapists) varied in their understanding of the children's needs. The data highlight the range and diversity of the needs of children with specific speech and language difficulties and the need for a multi-professional approach to these children. It is argued that ‘best practice’ for these children must consider the impact of speech and language problems on children's access to the curriculum and their social and behavioural needs. Narrow diagnostic models do not provide the appropriate information to inform educational practice and support inclusive policies. 相似文献
17.
L Bloom E Tinker 《Monographs of the Society for Research in Child Development》2001,66(4):i-viii, 1-91
The purpose of the longitudinal research reported in this Monograph was to examine language acquisition in the second year of life in the context of developments in cognition, affect, and social connectedness. The theoretical focus for the research is on the agency of the child and the importance of the child's intentionality for explaining development, rather than on language as an independent object. The model of development for the research is a Model of Intentionality with two components: the engagement in a world of persons and objects that motivates acquiring a language, and the effort that is required to express and articulate increasingly discrepant and elaborate intentional state representations. The fundamental assumption in the model is that the driving force for acquiring language is in the essential tension between engagement and effort for linguistic, emotional, and physical actions of interpretation and expression. Results of lag sequential analyses are reported to show how different behaviors--words, sentences, emotional expressions, conversational interactions, and constructing thematic relations between objects in play--converged, both in the stream of children's actions in everyday events, in real time, and in developmental time between the emergence of words at about 13 months and the transition to simple sentences at about 2 years of age. Patterns of deviation from baseline rates of the different behaviors show that child emotional expression, child speech, and mother speech clearly influence each other, and the mutual influences between them are different at times of either emergence or achievement in both language and object play. The three conclusions that follow from the results of the research are that (a) expression and interpretation are the acts of performance in which language is learned, which means that performance counts for explaining language acquisition; (b) language is not an independent object but is acquired by a child in relation to other kinds of behaviors and their development; and (c) acquiring language in coordination with other behaviors in acts of expression and interpretation takes work, so that acquiring language is not easy. 相似文献
18.
Kevin K. H. Chung Catherine McBride‐Chang Him Cheung Simpson W. L. Wong 《Journal of Research in Reading》2013,36(2):202-222
This study focused on the associations of general auditory processing, speech perception, phonological awareness and word reading in Cantonese‐speaking children from Hong Kong learning to read both Chinese (first language [L1]) and English (second language [L2]). Children in Grades 2–4 (N=133) participated and were administered measures of IQ, word reading, phonological awareness, speech perception and auditory processing in both L1 and L2. Auditory processing uniquely explained both L1 and L2 word reading. While L1 speech perception accounted for unique variance in L1 word reading, L2 phonological awareness explained unique variance in L2 word reading. In cross‐language comparisons, L1 phonological awareness and speech perception were uniquely associated with L2 word reading, suggesting cross‐language transfer from L1 to L2 only. Results underscore the importance of auditory processing for reading across variable learning contexts. 相似文献
19.
MARIA MROZ ELAINE HALL 《Early Years: An International Journal of Research and Development》2003,23(2):117-130
This article draws on a research project, funded by the Nuffield Foundation, looking at early years professionals' knowledge about speech and language development and their confidence and skills in assessing normal and delayed language development. Key findings, based on 829 questionnaires and 50 interviews, reveal very limited training in speech and language difficulties as part of initial training and low levels of post-qualification training in children's speech and language. Practitioners are aware of the need for early identification of children's communication difficulties but lack the tools with which to perform this identification. In order to provide a context for these results, a content analysis of the curricula from a variety of initial training routes explored the extent to which there was a focus explicitly on assessment and identification of children with speech and language difficulties. The role of professional journals and key texts in supporting practitioners in making judgements about children's language development was also investigated. The access to, and provision of, post-qualification training to support the assessment process is identified as a key area for development. 相似文献
20.
Jennifer M. Zosh Brian N. Verdine Andrew Filipowicz Roberta Michnick Golinkoff Kathy Hirsh‐Pasek Nora S. Newcombe 《Mind, Brain, and Education》2015,9(3):136-144
As the traditional toys of the past are quickly being replaced with electronically “enhanced” toys, it is important to understand how these changes impact parent–child interactions, especially in light of the evidence that the richness and variety of these interactions have long‐term effects on diverse areas of cognition (Hart & Risley, 1995). Here, we compared the quantity and quality of the language children hear during play with either a traditional (nonelectronic) or an electronic shape sorter designed to teach children about geometric shapes. Spatial toys and spatial language, in particular, were explored since recent work has established that parents' use of spatial language links to children's short‐ and long‐term performance on spatial tasks (Pruden, Levine, & Huttenlocher, 2011), and that spatial skills are relevant to success in learning mathematics and science (Newcombe, 2010). Traditional toys prompted more parental spatial language and more varied overall language than did electronic toys. 相似文献