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    <font face="Times New Roman, Times, serif">Hello again Daniel.
      Thanks for the interesting link. Would you agree that even these
      researchers accept that poor children reach school with fewer
      words than rich children?<br>
      <br>
      Dick Hudson <br>
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    <div class="moz-cite-prefix">On 15/09/2015 21:51, Daniel Ginsberg
      wrote:<br>
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      <div dir="ltr">There was an invited forum in Jnl Ling Anth earlier
        this year that debunked a lot of this "word gap" discourse. I
        would love to see more public awareness of this, and less
        uncritical citation of the highly flawed Hart & Risley
        study.<br>
        <br>
        <a moz-do-not-send="true"
          href="http://onlinelibrary.wiley.com/doi/10.1111/jola.12071/full">http://onlinelibrary.wiley.com/doi/10.1111/jola.12071/full</a><br>
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              <div>--<br>
                Daniel Ginsberg<br>
                Doctoral candidate, Linguistics<br>
                Georgetown University<br>
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              <a moz-do-not-send="true"
                href="http://georgetown.academia.edu/DanielGinsberg"
                target="_blank">http://georgetown.academia.edu/DanielGinsberg</a><br>
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        <br>
        <div class="gmail_quote">On Tue, Sep 15, 2015 at 7:27 AM,
          Francis Hult <span dir="ltr"><<a moz-do-not-send="true"
              href="mailto:francis.hult@englund.lu.se" target="_blank">francis.hult@englund.lu.se</a>></span>
          wrote:<br>
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                <p>[Moderator's note: I post this story because it
                  relates to a discourse that is gaining public
                  traction.  I am reminded of an article that was
                  recently posted to Edling:</p>
                <p> </p>
                <p>Johnson, E.J. (2015) Debunking the “language gap”. <em>Journal
                    for Multicultural Education, 9</em>(1), 42-50.</p>
                <p> </p>
                <p>I wonder what perspectives list members working in
                  different research traditions have on this topic. 
                  What additional research findings and ideas should
                  we be getting out to the public and how?  FMH] </p>
                <p> </p>
                <p> </p>
                <p>The Atlantic</p>
                <p> </p>
                <p>Why Boosting Poor Children’s Vocabulary Is Important
                  for Public Health</p>
                <p> </p>
                <p>Re­search sug­gests that poor chil­dren hear about
                  600 words per hour, while af­flu­ent chil­dren hear
                  2,000. By age 4, a poor child has a listen­ing
                  vocab­u­lary of about 3,000 words, while a wealth­i­er
                  child wields a 20,000-word listen­ing vocab­u­lary. So
                  it’s no sur­prise that poor chil­dren tend to enter
                  kinder­garten already be­hind their wealth­i­er peers.
                </p>
                <p> </p>
                <p>But it’s not just the poverty that holds them
                  back—it’s the lack of words. In fact, the single-best
                  pre­dict­or of a child’s aca­dem­ic suc­cess is not
                  par­ent­al edu­ca­tion or so­cioeco­nom­ic status, but
                  rather the qual­ity and quantity of the words that a
                  baby hears dur­ing his or her first three years.</p>
                <p> </p>
                <p>Full story:<br>
                  <a moz-do-not-send="true"
href="http://www.theatlantic.com/education/archive/2015/09/georgias-plan-to-close-the-30-million-word-gap-for-kids/403903/"
                    target="_blank">http://www.theatlantic.com/education/archive/2015/09/georgias-plan-to-close-the-30-million-word-gap-for-kids/403903/</a></p>
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              rel="noreferrer" target="_blank">http://bunner.geol.lu.se/mailman/listinfo/edling</a><br>
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      <pre wrap="">_______________________________________________
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    <pre class="moz-signature" cols="72">-- 
Richard Hudson (dickhudson.com)</pre>
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