Language Clearly Matters; "Methods" Matter Too

Autor/in	Purpura, David J.
Titel	Language Clearly Matters; "Methods" Matter Too
Quelle	In: Child Development, 90 (2019) 6, S.1839-1846 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Purpura, David J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13327
Schlagwörter	Socioeconomic Status; Attribution Theory; Vocabulary Development; Peer Relationship; Family Relationship; Language Acquisition; Low Income; Preschool Children + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Wortschatzarbeit; Peer-Beziehungen; Sprachaneignung; Spracherwerb; Niedriglohn; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01