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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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<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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<pre class="moz-signature" cols="72">--
Richard Hudson (dickhudson.com)</pre>
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