A Double Dose of Disadvantage: Language Experiences for Low-Income Children in Home and School

Autor/inn/en	Neuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley M.
Titel	A Double Dose of Disadvantage: Language Experiences for Low-Income Children in Home and School
Quelle	In: Journal of Educational Psychology, 110 (2018) 1, S.102-118 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000201
Schlagwörter	Children; Low Income Groups; Poverty; Interaction; Reading Skills; Writing Skills; School Readiness; Kindergarten; Knowledge Level; Parent Child Relationship; Language Skills; Naturalistic Observation; At Risk Students; Experience; Socioeconomic Status; Physical Development; Emotional Development; Randomized Controlled Trials; Early Intervention; Urban Areas; Neighborhoods; Parent Background; Educational Attainment; Family Income; Racial Differences; Ethnicity; Gender Differences; Age Differences; Family Environment; Achievement Tests; Intelligence Tests; Verbal Ability; Vocabulary; Emergent Literacy; Language Usage; Child Development; Comparative Analysis; Home Visits; Michigan (Detroit); Home Observation for Measurement of Environment; Wide Range Achievement Test; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Armut; Interaktion; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Readiness for school; School ability; Schulreife; Wissensbasis; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Language skill; Sprachkompetenz; Naturbeobachtung; Erfahrung; Socio-economic status; Sozioökonomischer Status; Körperliche Entwicklung; Gefühlsbildung; Urban area; Stadtregion; Neighbourhoods; Nachbarschaft; Elternhaus; Bildungsabschluss; Bildungsgut; Familieneinkommen; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Familienmilieu; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Frühleseunterricht; Sprachgebrauch; Kindesentwicklung; Hausbesuch
Abstract	There is a virtual consensus regarding the types of language processes, interactions, and material supports that are central for young children to become proficient readers and writers (Shanahan et al., 2008). In this study, we examine these supports in both home and school contexts during children's critical transitional kindergarten year. Participants were 70 children living in 2 different communities: neighborhoods of concentrated poverty (i.e., poverty rates over 40%) and borderline neighborhoods (i.e., poverty rates of 20-40%). From an ecological perspective, our goal was to examine the quantity and quality of knowledge-building supports in these contexts, and their relationship to children's school readiness outcomes. Interactive parent-child tasks were designed to elicit child-directed language in the home, while naturalistic observations in the kindergarten classrooms captured teachers' child-directed language. Children living in concentrated poverty were more likely to experience language of more limited complexity and diversity in both home and kindergarten contexts as compared to children living in borderline communities. We argue that the "double dose of disadvantage" in the language supports children receive at home and at school may affect their school readiness in significant, yet distinct, ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01