Begins to develop around 12 months Continues to develop beyond grade 6 Grows through interaction with people Is more advanced than reading ability.

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

Let’s Talk About Reading

Leticia Lovejoy, WVDE

[email protected]