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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