begins to develop around 12 months continues to develop beyond grade 6 grows through interaction...
TRANSCRIPT
Let’s Talk About ReadingConversation in the low SES home and the effects on our literacy learners. What is the link between oral language and academic success?
Leticia Lovejoy, WVDE Reading Coordinator
The Listening Comprehension
Begins to develop around 12 months Continues to develop beyond grade 6 Grows through interaction with people Is more advanced than reading ability Determines level of reading
comprehension
Dissecting the study
Let’s take a look at the information
The Observation
Where
•A
Included •B
Findings •C
The Study
Included •D
Data
•E
Goal
•F
The Methodology
Who •G
How •H
When •I
The Study
The Study
Hart and Risley1995
An observation of families to gather language information from a range of demographics over an extended period of time.
The Study
Hart and Risley1995
An observation of families to gather language information from a range of demographics over an extended period of time.
42 families
The Study
Hart and Risley1995
An observation of families to gather language information from a range of demographics over an extended period of time.
42 families 13 families from
upper SES
The Study
Hart and Risley1995
An observation of families to gather language information from a range of demographics over an extended period of time.
42 families 13 families from
upper SES 10 families from
middle SES
The Study
Hart and Risley1995
An observation of families to gather language information from a range of demographics over an extended period of time.
42 families 13 families from
upper SES 10 families from
middle SES 13 families from low
SES
The Study
Hart and Risley1995
An observation of families to gather language information from a range of demographics over an extended period of time.
42 families 13 families from
upper SES 10 families from
middle SES 13 families from low
SES 6 families on
welfare
The Study
Hart and Risley1995
An observation of families to gather language information from a range of demographics over an extended period of time.
42 families 13 families from
upper SES 10 families from
middle SES 13 families from low
SES 6 families on welfare 2 ½ years, 1 hour
per month
Methodology
Recruit families to participate
Methodology
Recruit families to participate Obtain a range in demographics
Methodology
Recruit families to participate Obtain a range in demographics Record everything
Methodology
Recruit families to participate Obtain a range in demographic Record everything Begin when children were 7-9 months
old
The Early Catastrophe
The problem: Early interventions implemented during the 1960’s war on poverty washed out early and completely as children aged.
The Early Catastrophe
The intervention: Vocabulary could be easily increased by educators by teaching them new words.
The Early Catastrophe
The results: There was fast vocabulary growth by children in professional families. There was vocabulary growth in the lower SES population.
The Early Catastrophe
The plan: Rather than concede to the inevitable forces of heredity, the group decided to undertake the process of research which would allow educators to understand the trajectories observed.
The Early Catastrophe
The findings: Before children can take charge of their own experience and begin to spend time with peers in social groups outside the home, almost everything they learn comes from their families.
The Early Catastrophe
The similarities: Children grew more like their parents in stature, activity levels, vocabulary resources, language, and interaction styles.
Take a few minutes to read about test performance in third grade for 29 of the 42 children observed in the Hart and Risley study.
Meaningful Differences
The Pretest
Parent
13 Professional 41
23 Working class 31
6 Welfare 14
Child
13 Professional 0
23 Working class 0
6 Welfare 0
Recorded Vocabulary Size
Parent
Professional 2176
Working class 1498
Welfare 974
Child
Professional 1116
Working class 749
Welfare 525
The 30 Million Word Gap
P WC W
Hour 2153 1251 616
Week 215,000 125,000 62,000
Year 11,000,000 6,000,000 3,000,000
4 years 45,000,000 26,000,000 13,000,000
Quality and Quantity
Quality and Quantity
The quality of words is very important and can provide
EncouragementSelf-esteemSelf-respectConfidence
Daily Affirmations with Stuart Smalley
The Quality of Words
Affirmations Prohibitions
Quality of Words Heard in an Hour
Welfare children heard 5 affirmations
Quality of Words Heard in an Hour
Welfare children heard 5 affirmations Welfare children heard 11 prohibitions
Quality of Words Heard in an Hour
Welfare children heard 5 affirmations Welfare children heard 11 prohibitions Working class children heard 12
affirmations
Quality of Words Heard in an Hour
Welfare children heard 5 affirmations Welfare children heard 11 prohibitions Working class children heard 12
affirmations Working class children heard 7
prohibitions
Quality of Words Heard in an Hour
Welfare children heard 5 affirmations Welfare children heard 11 prohibitions Working class children heard 12
affirmations Working class children heard 7
prohibitions Professional children heard 32
affirmations
Quality of Words Heard in an Hour
Welfare children heard 5 affirmations Welfare children heard 11 prohibitions Working class children heard 12
affirmations Working class children heard 7
prohibitions Professional children heard 32
affirmations Professional children heard 5 prohibitions
