After Class - Hart and Risley

After Class - Hart and Risley - AFT: Publications: Amedcan...

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AFT: Publications: Amedcan Educator: Spring 200jr The Early Catastrophe Page 1 of6 AFl rlorne> Puilr.ito[s>Arercar [ducalor J Abollt ArT ; donta<t AfT J Seai.h J tndex I Address Changeard g Advenislnslntorm.lon I copyrirthlinlornation CAI' :1fi"!!!3 Spring 2003 The Early Catastrophe The 30 Miltion Word cap by Age 3 Betty Had and Todd R. R sley During the 1960'sW€r on Povedy, we were among the many researchers psycholootsts, a'd eoucaro's wl-o b-ought oL. knowledge of chi d oevelopment to the aont t ie in a-n ooti'r]istic efon to i1re1e1e ea.ly to loresla I the re- ble effects thar povertv was l-avi19 on sone ctstloje" s acaden c g.ori/t-. VVa vvara arso an o1g t1e Taly who;aw that oJ- r-osults however promis n9 at the starl, washed out fairly e-arty and f;irly compJetely as chlldren aged. ln one planned tnterventron in Kansas C ty Kans , we used our experience with clinical a'guage ille've rrion to oestqr a l-a,f-da/ orogra1. b rhe l u.-er HoLse Dres.l-0o,, located r1 the 'TDovenshed Julipe. Garoens area of r1e cttv. Ij/lost ntervent ons ol ihe tirne used a vanety of methods and then meas!red reslllts with lO tests, but ours focused on blild ng the everyday langlage the chidren were lsrnq, thea eva uattnq the qroMh of that arguage In ado t or. o,r sLJd/ i1. uoeo nor j-st ooo: cr.tore^ .on l],a"r"Hors" but also a groJp o'U- vers,ty of Karsas orofesso s c- lo-er ag: rst wnon we cou d measure the Turner House children s proqress. A I the children in the program eagerly engaged wlth the wide variety oi new materials and language-intensrve actjvrties introduced in the preschool The siontaneous speech data we colected showed a spurt of new vocabulary words added to the dictionaiies of all the children afd an abrupt acceleraUon in their c!mu ative vocabulary gaowth curves. But just as in other early intervention programs, the increases were tempdrary. We found we could easily increase the s ze of the children,s vocabularies by teaching them new words. But we could not accelerate the rate ofvocabulary growth so that ii wou d continue beyond direct teaching; we cou d not change the deve opmental traectory. However rnany new words we taught the children in the preschoo . il was clear that a year later, when the chlldren were in kindergarten, the effects ofthe boost in vocabulary resources would have washed out The chidren,s developmental Aalectories of vocabulary growth would cont n!e to point to vocabLrlarv sizes in the future th;t wer-. rrcreasi_gly d screoart 1on Ihose o'tne p.ofessors c^ lorer We :aw .lcreas,rg disparity between the extremes-the fast vocabulary growth ofthe professors,children and the slow vocabulary growth ofthe Turner House chidren The gap seemed to foreshadow the findings from other studies that in high school many chidren from families ln pove(y lack the vocabulary used in advanced textbooks. Rather than concede to the unmalleable forces of heredity, we decided that we would
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This note was uploaded on 02/15/2011 for the course PSYCH 212 taught by Professor Siller during the Fall '10 term at CUNY Hunter.

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After Class - Hart and Risley - AFT: Publications: Amedcan...

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