Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Gdit 819 social justice phase iii


Published on

Gdit 819 social justice phase iii

Published in: Education
  • Be the first to comment

  • Be the first to like this

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.