DELAYED LANGUAGE DEVELOPMENT IN SOCIOECONOMICALLY DISADVANTAGED CHILDREN: WHY IT MATTERS FOR THEIR SCHOOL READINESS
Language and vocabulary development have been proven by extensive research to be foundational components to a child's school readiness and long-term academic experience. Conversely, research has revealed that delays in language and vocabulary knowledge contribute to later academic difficulties. Many studies have indicated that children from socioeconomically disadvantaged families are at a greater risk for experiencing language delays than children from wealthier households.There are many federal, state, and local early development programs working to prepare children for school and yet countless numbers of children are still inadequately prepared to meet the academic expectations of school. It seems this lack of academic preparedness is largely the consequence of inadequate emphasis on language development in preschool programs. Thus, in order to more adequately prepare socioeconomically disadvantaged young children for school, preschool programs must work to incorporate methods that nurture language development and vocabulary growth.
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Understanding Gender DIfferences in the Effects of the Tulsa Pre-K Program on Children's School Readiness Corrington, Mary (2008-04-11)This study examines the role of gender in the effects of the Tulsa pre-K program on children's readiness for kindergarten as assessed by scores on the Woodcock-Johnson achievement test. Evidence suggests that the Tulsa ...
School Readiness Among Children of Immigrants: The Role of Parental Provision of Cognitive Stimulation Padilla, Christina M. (Georgetown University, 2015)Children of immigrants tend to score lower than non-immigrants on various measures of readiness to enter formal schooling, which in itself has been established as important in predicting a host of future outcomes. The ...