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,…

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…

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 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…

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…

Two levels of stimulus condition were used to determine whether or not the amount of salient information contained in the perceptual stimuli accompanying orally presented "wh-questions" (those including the concepts who, what, where, when, how and why) facilitates children's comprehension. Conditions varied in terms of the number of…

To produce and evaluate a language development program for culturally deprived preschool children based on characteristics of Piaget's theory of intelligence, a 6-week experimental study was carried out in Project Headstart, Starkville, Mississippi. Randomly-selected, 45 Negro Headstart enrollees made up three groups--two were taught the…

This paper examines and evaluates 11 ERIC documents dealing with the manner and extent to which nonstandard dialects differ from standard English. The relative importance of each document to the issue is implicit in the comments concerning that article. The author presents and explains the deficit and difference models of explicating language…

This study investigated the relationship between the syntactical language development of first grade children and their socio-ethnic status. From a random selection of 160 first grade children, 19 Caucasians with highly developed language abilities were selected from a high socioeconomic stratum to be compared with 19 Negroes with low language…