A double dose of disadvantage: Language experiences for low-income children in home and school.

Abstract

There is a virtual consensus regarding the types of language processes, interactions, and material supports that are central for young children to become proficient readers and writers (Shanahan et al., 2008). In this study, we examine these supports in both home and school contexts during children's critical transitional kindergarten year. Participants were 70 children living in 2 different communities: neighborhoods of concentrated poverty (i.e., poverty rates over 40%) and borderline neighborhoods (i.e., poverty rates of 20 -40%). From an ecological perspective, our goal was to examine the quantity and quality of knowledge-building supports in these contexts, and their relationship to children's school readiness outcomes. Interactive parent-child tasks were designed to elicit child-directed language in the home, while naturalistic observations in the kindergarten classrooms captured teachers' child-directed language. Children living in concentrated poverty were more likely to experience language of more limited complexity and diversity in both home and kindergarten contexts as compared to children living in borderline communities. We argue that the "double dose of disadvantage" in the language supports children receive at home and at school may affect their school readiness in significant, yet distinct, ways. Educational Impact and Implications StatementChildren's early exposure to a rich set of language practices is critical for their later reading success. Nevertheless, this study shows that children from poor neighborhoods are likely to receive less complex language and fewer knowledge-building opportunities from adults in home and school, constituting a "double dose of disadvantage" in their kindergarten year. These results suggest that children will need a more expansive approach to intervention, involving both families and teachers in language-building instruction to overcome these early disadvantages to better ensure their opportunity to learn.

Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development

“…Our findings are also congruent with research beyond the UK, including studies from Australia, Germany and USA. For example, Rodriguez and colleagues found both early learning environment and SES effects on school readiness (Rodriguez & Tamis-Lemonda, 2011), while other studies have emphasised the role of early communication and literacy activities with caregivers in influencing school readiness in literacy (Aikens & Barbarin, 2008;Neuman et al, 2018;Niklas & Schneider, 2013;Niklas et al, 2015). In the present study, we see that direct effects of ELCE extend to school readiness in literacy and social domains aged 5 years, and beyond, to influence oral language skills and social development in middleprimary school (ages 7-9 years).…”

Socioeconomic Disparities in Language Input Are Associated With Children's Language‐Related Brain Structure and Reading Skills

“…Early childhood is a sensitive period during which language experiences are thought to have especially pronounced effects on the development of language and its underlying neural circuitry. Yet, the plasticity of language‐supporting neural networks continues into older ages, with research showing effects of language experience on language and reading development in middle childhood (Dickinson & Porche, ; Neuman, Kaefer, & Pinkham, ; Tenenbaum, Snow, Roach, & Kurland, ; Weizman & Snow, ). Parent–child interactions that are at the center of children's social worlds in early childhood continue to be an important source of children's language experiences in middle childhood, a period in which language and reading skills are rapidly developing (NICHD Early Child Care Research Network, ).…”

Dyslexia: An ounce of prevention is better than a pound of diagnosis and treatment

“…Children from disadvantaged homes typically have fewer books in their homes, have parents who read less often to them, and who provide less rich language environments than do children from higher SES families (Aikens & Barbarin, 2008;Evans, 2004;Lee & Burkum, 2002;Whitehurst & Lonigan, 1998). These children also may enter schools that have fewer resources and opportunities, and thus, face a "double dose" of being disadvantaged (Aikens & Barbarin, 2008;Neuman et al, 2018). These more limited experiences and resources can combine with biological differences (e.g., phonological processing difficulties) to lead to the severe and protracted reading problems found in dyslexia (Mascheretti et al, 2013).…”