Gdit 819 social justice phase iii
7
S Poverty effects on Childhood Language & Literacy Development Emtinan Alqurashi GDIT 819 Social Justice Summer 2015
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Transcript of Gdit 819 social justice phase iii
S
Poverty effects on Childhood Language
&Literacy
DevelopmentEmtinan Alqurashi
GDIT 819 Social Justice Summer 2015
Language is the key
Language is the key to literacy learning “Word knowledge” helps develop “world knowledge”
Poverty and Language
Effects on Early Language Skills
Effects on Language stimulation
The readiness gab
Number of words heard (Hart and Risley, 1995) Variety of words heard (Wietz, 2001) Listening to language is not always a positive
experience (Hart and Risley, 1995) Time spent with reading experience (Whitehurst,
1997)
Language gap
Fernald, A., Marchman, V., & Weisleder (2012)
Language gap between rich and poor children
SES differences at18 months of age
6 months gap
Strategies found in successful high-performing, high-poverty
schools
Ensure effective district and school leadership Engage parents, communities, and schools to work as partners Understand and hold high expectations for poor students Target low‐performing students, particularly in reading Align, monitor and manage the curriculum Create a culture of data and assessment literacy Build and sustain instructional capacity Reorganize time, space and transition (Barr, Parrett,
2007)
References
- Barr, R.D., and Parrett, W.H. (2007). The kids left behind – Catching up the underachieving children of poverty: A synthesis of research on what works in high‐performing, high‐poverty schools. Bloomington, IN: Solution Tree.
- Fernald, A., Marchman, V., & Weisleder, A. (2012). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234-248. doi: 10.1111/desc.12019
- Hart, B. and Risely, T.R. (1995) Meaningful Differences in the Everyday Experiences of Young Children. Baltimore: Paul H. Brookes Publishing.
- Whitehurst, G. J. (1997). Language processes in context: Language learning in children reared in poverty. In L. B. Adamson & M. A. Romski (Eds.), Communication and language acquisition: Discoveries from atypical development (pp. 233-265). Baltimore: Paul H. Brookes Publishing Co.
