Closing the ‘Word’ Gap Cont’d
How does research regarding the effect of word learning and language processing implicate you as a parent regardless of your socioeconomic status (SES)? Richer language models evidenced in child-directed speech not only effect expressive vocabulary and word learning, but also critical processing skills that enable learning (Weisleder & Fernald, 2013).
Disadvantaged children not only have smaller vocabularies than their same-aged peers from professional families, but they have also been found to add words more slowly due to a reduction in language processing abilities (Heart & Risley, 2003). This means that over time, the disadvantage felt by children from low SES backgrounds increases exponentially due to such reduced processing capabilities.