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…

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…

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…

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…

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…