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Direct linkKaefer, Tanya; Neuman, Susan B.; Pinkham, Ashley M. – Reading Psychology, 2015
The goal of the current study is to explore the influence of knowledge on socioeconomic discrepancies in word learning and comprehension. After establishing socioeconomic differences in background knowledge (Study 1), the authors presented children with a storybook that incorporates this knowledge (Study 2). Results indicated that middle-income…
Descriptors: Preschool Children, Vocabulary Development, Reading Comprehension, Prior Learning
Siegler, Robert S.; Ramani, Geetha B. – Developmental Science, 2008
The numerical knowledge of children from low-income backgrounds trails behind that of peers from middle-income backgrounds even before the children enter school. This gap may reflect differing prior experience with informal numerical activities, such as numerical board games. Experiment 1 indicated that the numerical magnitude knowledge of…
Descriptors: Games, Number Concepts, Low Income Groups, Educational Games
