The transaction of children's core language skill and their home learning environment was assessed across 5 waves from infancy (15 months) up to adolescence (11 years) in 1,751 low-socioeconomic status families. Child core language skill and the quality of the home learning environment were each stable across waves, and the two covaried at each…

Research evidence suggests children experiencing adversity are at risk of language disparities in early childhood. This puts these children at risk of poor language outcomes, perpetuating disadvantage in later development and academic life. This study aimed to investigate associations between Early Childhood Education and Care (ECEC) attendance,…

This report is a summary document which explains the rationale for the CECIL (Coaching Early Conversations Interaction and Language) project, delivery within the context of COVID-19, the findings, the learnings, and next steps. The Institute for Employment Studies (IES) led an Implementation and Process Evaluation (IPE), and the University of…

Primary language delay remains one of the most prevalent developmental delays in early childhood, particularly in disadvantaged areas. Previous research has established language difficulties and social disadvantage being particular risk factors for adverse outcomes later in life. To help prevent low educational achievement and poorer outcomes,…

This pilot study explored the potential for Project ASPIRE to effect behavior change in a sample of 11 parents of children with hearing loss who were from typically underserved populations, such as families from backgrounds of low socioeconomic status or families who speak English as a second language. The study consisted of one education session,…

An increasing emphasis is being placed on the importance of speech, language and communication (SLC) development during the first two years of life, since this contributes to cognitive ability and to later educational outcomes. This article explores what disadvantaged, first-time mothers know and understand about three key contributors to positive…

Part of a multimethod ethnographic study that aimed to explore the knowledge of local parents concerning children learning to talk is described. The study was carried out with parents from several different ethnic and language groups in a socially disadvantaged part of Sheffield, a large city in the northeast of England. In the phase of the study…

A paper presented at Anglo-American Seminar on Teaching English to the Linguistically Deprived (Walsall, England, June 1968). (Editor/RD)

Discusses the role of the home and the school in remedying language problems of the culturally disadvantaged. (RB)

This paper attempts to discredit the theory held by many educational psychologists and found most prominently in works by Bereiter and Engelmann, that lower class children are verbally deprived. The author reports on an experiment conducted by the staff of the Southwest Educational Laboratory among lower socioeconomic class children in Watts and…

In this replication study both northern and southern teachers tended to classify a child culturally disadvantaged" even after very short exposure to his speech, if his speech exhibited irregularities in grammar, silent pausing, and pronunciation. (NH)

This paper reviews literature on subcultural differences in language development to find out what the literature suggests about the nature of a language program for lower class 4-year-olds. The following conclusions are reached: (1) differences in syntactic and phonological competence are not important barriers to communication for the lower class…

Linguistic interference as a key factor in the acquisition of reading skills by inner-city black children is explored. Examples of syntactic and phonetic structures in the black dialect which are different from standard English and the role these differences play in beginning reading are given. The use of dialect-based texts allows the child to…

An investigation of response associations to 100 structural and lexical words was conducted in such a way as to observe commonalities of responses to the words, effects of sex differences on the commonalities, and effects of word learnability on the commonalities. Subjects were 80 white urban disadvantaged children, all 5 years old, divided into…

Teaching within the context of individuality, desire, and emotion means that teachers must have an understanding of various cultures, the languages children speak, and the strengths the children possess. This second edition of the text "Teaching Culturally Disadvantaged in the Elementary School" is more inclusive of minority groups, moves into the…