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Gdit 819 social justice phase iii

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Gdit 819 social justice phase iii

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Gdit 819 social justice phase iii

  1. 1. S Poverty effects on Childhood Language & Literacy Development Emtinan Alqurashi GDIT 819 Social Justice Summer 2015
  2. 2. Language is the key S Language is the key to literacy learning S “Word knowledge” helps develop “world knowledge”
  3. 3. Poverty and Language S Effects on Early Language Skills S Effects on Language stimulation
  4. 4. The readiness gab S Number of words heard (Hart and Risley, 1995) S Variety of words heard (Wietz, 2001) S Listening to language is not always a positive experience (Hart and Risley, 1995) S Time spent with reading experience (Whitehurst, 1997)
  5. 5. Language gap S Fernald, A., Marchman, V., & Weisleder (2012) S Language gap between rich and poor children S SES differences at18 months of age S 6 months gap
  6. 6. Strategies found in successful high- performing, high-poverty schools S Ensure effective district and school leadership S Engage parents, communities, and schools to work as partners S Understand and hold high expectations for poor students S Target low‐performing students, particularly in reading S Align, monitor and manage the curriculum S Create a culture of data and assessment literacy S Build and sustain instructional capacity S Reorganize time, space and transition (Barr, Parrett, 2007)
  7. 7. References - Barr, R.D., and Parrett, W.H. (2007). The kids left behind – Catching up the underachieving children of poverty: A synthesis of research on what works in high‐performing, high‐poverty schools. Bloomington, IN: Solution Tree. - Fernald, A., Marchman, V., & Weisleder, A. (2012). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234-248. doi: 10.1111/desc.12019 - Hart, B. and Risely, T.R. (1995) Meaningful Differences in the Everyday Experiences of Young Children. Baltimore: Paul H. Brookes Publishing. - Whitehurst, G. J. (1997). Language processes in context: Language learning in children reared in poverty. In L. B. Adamson & M. A. Romski (Eds.), Communication and language acquisition: Discoveries from atypical development (pp. 233-265). Baltimore: Paul H. Brookes Publishing Co.

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