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<font face="Times New Roman, Times, serif">Fair point Francis, and I
can't pretend to understand the dynamics of the USA situation. But
I know a bit about the UK, and I know that research-based policy
is hard to sell to politicians. But it can be done - Debbie
Myhill's recent work on grammar for writing is having a major
impact. But I think that's only because it chimes with what the government
wants to achieve anyway. I'm sure your campaign would be more successful
if you could find some way to present yourselves as helpful (but critical)
friends of the policy-makers rather than as profoundly out of
sympathy with them. <br>
<br>
Sorry if I'm misreading the situation, as I may well be.<br>
<br>
With best wishes, Dick<br>
<br>
<br>
</font><br>
<div class="moz-cite-prefix">On 19/09/2015 22:43, Francis Hult
wrote:<br>
</div>
<blockquote
cite="mid:11E8DB9B84AFED40AA11BE609088B771EE91495A@UWMBX02.uw.lu.se"
type="cite">
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<p>Whether or not the existence of a so-called vocabulary gap is
empirically justified (and you're probably right that Wells
makes a stronger case than do Hart & Risley; Krashen also
cites some work on literacy worth considering:
</p>
<div style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; COLOR: #000000;
DIRECTION: ltr">
<a moz-do-not-send="true"
href="http://www.sdkrashen.com/content/articles/protecting_students.pdf"
target="_blank"><font color="#0066cc">http://www.sdkrashen.com/content/articles/protecting_students.pdf</font></a>), I
find it problematic that one orientation dominates public and
political discussion about educational development and that
decades of empirical evidence from ethnographic research about
literacy practices in education remains beyond so many
politicians' and educational leaders' horizons of awareness.
I would certainly not argue for less funding for educational
projects, but rather the funding of projects based on research
that addresses a full spectrum of students' needs.
</div>
<div style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; COLOR: #000000;
DIRECTION: ltr">
</div>
<div style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; COLOR: #000000;
DIRECTION: ltr">
Are Hart & Risley (among others in this
tradition) dominating now simply because they have better PR?
</div>
<div style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; COLOR: #000000;
DIRECTION: ltr">
</div>
<div style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; COLOR: #000000;
DIRECTION: ltr">
Francis</div>
<div style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; COLOR: #000000;
DIRECTION: ltr">
<div>
<p> </p>
<div style="FONT-SIZE: 13px; FONT-FAMILY: Tahoma">
<div><font size="2" color="#000000" face="Arial">--</font></div>
<div><font size="2" color="#000000" face="Arial">Francis
M. Hult, PhD</font></div>
<div><font size="2" face="Arial">Associate Professor</font></div>
<font size="2">
<div><font size="2" face="Arial">Centre for Languages
and Literature</font></div>
<div><font face="Arial">Lund University</font></div>
<div> </div>
<div><font face="Arial">Web: <a moz-do-not-send="true"
href="http://www.sol.lu.se/en/sol/staff/FrancisHult/">
http://www.sol.lu.se/en/sol/staff/FrancisHult/</a></font></div>
<div> </div>
<div><font face="Arial">Editor, Educational Linguistics
book series</font></div>
<div><font face="Arial"><a moz-do-not-send="true"
href="http://www.springer.com/series/5894">http://www.springer.com/series/5894</a></font></div>
<div> </div>
<div><font face="Arial">Co-editor, Contributions to the
Sociology of Language book series</font></div>
<div><a moz-do-not-send="true"
href="http://www.degruyter.com/view/serial/16644"><font
face="Arial">http://www.degruyter.com/view/serial/16644</font></a></div>
<div> </div>
<div><strong>New Book:</strong> <em>Research Methods in
Language Policy and Planning: A Practical Guide</em></div>
<div><a moz-do-not-send="true"
href="http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118308395.html">http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118308395.html</a></div>
</font></div>
</div>
</div>
<div style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; COLOR: #000000;
DIRECTION: ltr">
<hr tabindex="-1">
</div>
<div style="FONT-SIZE: 16px; FONT-FAMILY: Times New Roman;
COLOR: #000000">
<div id="divRpF903135" style="DIRECTION: ltr"><font size="2"
color="#000000" face="Tahoma"><b>From:</b>
<a class="moz-txt-link-abbreviated" href="mailto:edling-bounces@bunner.geol.lu.se">edling-bounces@bunner.geol.lu.se</a>
[<a class="moz-txt-link-abbreviated" href="mailto:edling-bounces@bunner.geol.lu.se">edling-bounces@bunner.geol.lu.se</a>] on behalf of Richard
Hudson [<a class="moz-txt-link-abbreviated" href="mailto:r.hudson@ucl.ac.uk">r.hudson@ucl.ac.uk</a>]<br>
<b>Sent:</b> Friday, September 18, 2015 16:09<br>
<b>To:</b> The Educational Linguistics List<br>
<b>Subject:</b> Re: [Edling] Why Boosting Poor Children¹s
Vocabulary Is Important for Public Health<br>
</font><br>
</div>
<div><font face="Times New Roman, Times, serif">The argument
would be a great deal easier if you had evidence that
there's no vocabulary gap. And do you really want
politicians to stop voting funds for educational projects?
Here in the UK we'd welcome some of that cash. <br>
<br>
Dick<br>
</font><br>
<div class="moz-cite-prefix">On 18/09/2015 14:29, Francis
Hult wrote:<br>
</div>
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<div>
<p>These are great pieces that summarize a substantial
body of work. Yet, the public discourse continues
to be dominated by one perspective. Are we missing
something about making findings like the
ones discussed in these forum pieces part of public
and political consciousness? Is it because we're
talking to each other in journals instead of to
citizens and politicians in accessible books and
magazine articles? Is it because Hart & Risley
suggest an easy answer while we focus on nuances and
complexity? Is it because we haven't succeeded in
making findings easy for citizens, politicians, and
educational leaders to latch onto and translate into
programs?
</p>
</div>
<p> </p>
<p>This just seems like one of those issues on which we
have a very strong foundation, but people are still
choosing to build somewhere swampier. Shouldn't we be
able to attract more attention?</p>
<p> </p>
<p>Francis</p>
<p> </p>
<div style="FONT-SIZE: 13px; FONT-FAMILY: Tahoma">
<div><font size="2" color="#000000" face="Arial">--</font></div>
<div><font size="2" color="#000000" face="Arial">Francis
M. Hult, PhD</font></div>
<div><font size="2" face="Arial">Associate Professor</font></div>
<font size="2">
<div><font size="2" face="Arial">Centre for
Languages and Literature</font></div>
<div><font face="Arial">Lund University</font></div>
<div> </div>
<div><font face="Arial">Web: <a
moz-do-not-send="true"
href="http://www.sol.lu.se/en/sol/staff/FrancisHult/"
target="_blank">
<font color="#0066cc"><a class="moz-txt-link-freetext" href="http://www.sol.lu.se/en/sol/staff/FrancisHult/">http://www.sol.lu.se/en/sol/staff/FrancisHult/</a></font></a></font></div>
<div> </div>
<div><font face="Arial">Editor, Educational
Linguistics book series</font></div>
<div><font color="#0066cc" face="Arial"><a
moz-do-not-send="true"
class="moz-txt-link-freetext"
href="http://www.springer.com/series/5894"
target="_blank"><a class="moz-txt-link-freetext" href="http://www.springer.com/series/5894">http://www.springer.com/series/5894</a></a></font></div>
<div> </div>
<div><font face="Arial">Co-editor, Contributions to
the Sociology of Language book series</font></div>
<div><a moz-do-not-send="true"
href="http://www.degruyter.com/view/serial/16644"
target="_blank"><font color="#0066cc"
face="Arial">http://www.degruyter.com/view/serial/16644</font></a></div>
<div> </div>
<div><strong>New Book:</strong> <em>Research
Methods in Language Policy and Planning: A
Practical Guide</em></div>
<div><a moz-do-not-send="true"
href="http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118308395.html"
target="_blank"><font color="#0066cc">http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118308395.html</font></a></div>
</font></div>
<p> </p>
<p> </p>
<p> </p>
<div style="FONT-SIZE: 16px; FONT-FAMILY: Times New
Roman; COLOR: #000000">
<hr tabindex="-1">
<div id="divRpF323551" style="DIRECTION: ltr"><font
size="2" color="#000000" face="Tahoma"><b>From:</b>
<a moz-do-not-send="true"
class="moz-txt-link-abbreviated"
href="mailto:edling-bounces@bunner.geol.lu.se"
target="_blank">
edling-bounces@bunner.geol.lu.se</a> [<a
moz-do-not-send="true"
class="moz-txt-link-abbreviated"
href="mailto:edling-bounces@bunner.geol.lu.se"
target="_blank"><a class="moz-txt-link-abbreviated" href="mailto:edling-bounces@bunner.geol.lu.se">edling-bounces@bunner.geol.lu.se</a></a>]
on behalf of Peter Sayer [<a
moz-do-not-send="true"
class="moz-txt-link-abbreviated"
href="mailto:peter.sayer@utsa.edu"
target="_blank"><a class="moz-txt-link-abbreviated" href="mailto:peter.sayer@utsa.edu">peter.sayer@utsa.edu</a></a>]<br>
<b>Sent:</b> Thursday, September 17, 2015 20:37<br>
<b>To:</b> The Educational Linguistics List<br>
<b>Subject:</b> Re: [Edling] Why Boosting Poor
Children¹s Vocabulary Is Important for Public
Health<br>
</font><br>
</div>
<div>
<div>Yeah I saw that forum piece when it came out –
very cool! </div>
<div><br>
</div>
<div>- peter.-</div>
<div><br>
</div>
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PADDING-TOP: 3pt; PADDING-LEFT: 0in;
BORDER-LEFT: medium none; PADDING-RIGHT: 0in">
<span style="FONT-WEIGHT: bold">From: </span><<a
moz-do-not-send="true"
class="moz-txt-link-abbreviated"
href="mailto:edling-bounces@bunner.geol.lu.se"
target="_blank"><a class="moz-txt-link-abbreviated" href="mailto:edling-bounces@bunner.geol.lu.se">edling-bounces@bunner.geol.lu.se</a></a>>
on behalf of Eric Johnson <<a
moz-do-not-send="true"
href="mailto:ejj@tricity.wsu.edu"
target="_blank"><a class="moz-txt-link-abbreviated" href="mailto:ejj@tricity.wsu.edu">ejj@tricity.wsu.edu</a></a>><br>
<span style="FONT-WEIGHT: bold">Reply-To: </span>The
Educational Linguistics List <<a
moz-do-not-send="true"
class="moz-txt-link-abbreviated"
href="mailto:edling@bunner.geol.lu.se"
target="_blank"><a class="moz-txt-link-abbreviated" href="mailto:edling@bunner.geol.lu.se">edling@bunner.geol.lu.se</a></a>><br>
<span style="FONT-WEIGHT: bold">Date: </span>Wednesday,
September 16, 2015 at 2:05 PM<br>
<span style="FONT-WEIGHT: bold">To: </span>The
Educational Linguistics List <<a
moz-do-not-send="true"
class="moz-txt-link-abbreviated"
href="mailto:edling@bunner.geol.lu.se"
target="_blank"><a class="moz-txt-link-abbreviated" href="mailto:edling@bunner.geol.lu.se">edling@bunner.geol.lu.se</a></a>><br>
<span style="FONT-WEIGHT: bold">Subject: </span>Re:
[Edling] Why Boosting Poor Children’s Vocabulary
Is Important for Public Health<br>
</div>
<div><br>
</div>
<div>
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<p class="MsoNormal"><span style="FONT-SIZE:
11pt; FONT-FAMILY: Calibri,sans-serif;
COLOR: rgb(31,73,125)">You might also
like this piece (attached) that was
recently published in the Journal of
Linguistic Anthropology. Here’s the
cite in case the attachment doesn’t go
through:</span></p>
<p class="MsoNormal"><span style="FONT-SIZE:
11pt; FONT-FAMILY: Calibri,sans-serif;
COLOR: rgb(31,73,125)"></span> </p>
<p class="MsoNormal"><span style="FONT-SIZE:
11pt; FONT-FAMILY: Calibri,sans-serif;
COLOR: rgb(31,73,125)"></span> </p>
<p class="MsoNoSpacing"><span
style="FONT-FAMILY: 'Times New
Roman',serif">Avineri, N., et al.
(2015). Invited forum: Bridging the
"language gap."
<i>Journal of Linguistic Anthropology</i>,
<i>25</i>(1), 66-86.</span></p>
<p class="MsoNormal"><span style="FONT-SIZE:
11pt; FONT-FAMILY: Calibri,sans-serif;
COLOR: rgb(31,73,125)"></span> </p>
<p class="MsoNormal"><span style="FONT-SIZE:
11pt; FONT-FAMILY: Calibri,sans-serif;
COLOR: rgb(31,73,125)"></span> </p>
<p class="MsoNormal"><span style="FONT-SIZE:
11pt; FONT-FAMILY: Calibri,sans-serif;
COLOR: rgb(31,73,125)"></span> </p>
<p class="MsoNormal"><b><span
style="FONT-SIZE: 11pt; FONT-FAMILY:
Calibri,sans-serif; COLOR:
rgb(31,73,125)">---------------------------------------------<br>
</span></b><b><span style="FONT-SIZE:
11pt; FONT-FAMILY: Tahoma,sans-serif;
COLOR: rgb(31,73,125)">Eric J.
Johnson, Ph.D.</span></b><span
style="FONT-SIZE: 11pt; FONT-FAMILY:
Tahoma,sans-serif; COLOR:
rgb(31,73,125)"><br>
Associate Professor of Bilingual/ESL
Education<br>
Director of Outreach<br>
Washington State University Tri-Cities<br>
College of Education <br>
2710 Crimson Way<br>
Office 207W<br>
Richland, WA 99354<br>
(509) 372-7304<br>
<a moz-do-not-send="true"
href="mailto:ejj@tricity.wsu.edu"
target="_blank">ejj@tricity.wsu.edu</a><br>
<a moz-do-not-send="true"
href="https://education.wsu.edu/ejj/"
target="_blank">https://education.wsu.edu/ejj/</a></span></p>
<p class="MsoNormal"><span style="FONT-SIZE:
11pt; FONT-FAMILY: Tahoma,sans-serif;
COLOR: rgb(31,73,125)">Se habla español.</span></p>
<p class="MsoNormal"><span style="FONT-SIZE:
11pt; FONT-FAMILY: Calibri,sans-serif;
COLOR: rgb(31,73,125)"><img
id="Picture_x0020_1"
src="cid:part19.09000303.06030802@ucl.ac.uk"
height="89" width="89"></span></p>
<p class="MsoNormal"><b><i><span lang="ES">¡Vamos
Cougs!</span></i></b><span
style="FONT-SIZE: 10pt; FONT-FAMILY:
Arial,sans-serif; COLOR: rgb(31,73,125)"></span></p>
<p class="MsoNormal"><span style="FONT-SIZE:
11pt; FONT-FAMILY: Calibri,sans-serif;
COLOR: rgb(31,73,125)"></span> </p>
<div style="BORDER-TOP: #b5c4df 1pt solid;
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<p class="MsoNormal"><b><span
style="FONT-SIZE: 10pt; FONT-FAMILY:
Tahoma,sans-serif">From:</span></b><span
style="FONT-SIZE: 10pt; FONT-FAMILY:
Tahoma,sans-serif">
<a moz-do-not-send="true"
href="mailto:edling-bounces@bunner.geol.lu.se"
target="_blank">edling-bounces@bunner.geol.lu.se</a>
[<a moz-do-not-send="true"
href="mailto:edling-bounces@bunner.geol.lu.se"
target="_blank">mailto:edling-bounces@bunner.geol.lu.se</a>]
<b>On Behalf Of </b>Daniel Ginsberg<br>
<b>Sent:</b> Wednesday, September 16,
2015 7:42 AM<br>
<b>To:</b> The Educational Linguistics
List<br>
<b>Subject:</b> Re: [Edling] Why
Boosting Poor Children’s Vocabulary Is
Important for Public Health</span></p>
</div>
<p class="MsoNormal"> </p>
<div>
<div>
<p class="MsoNormal">I think they'd
question the empirical basis for that
claim. It's usually cited to Hart
& Risley 1995, which as I
mentioned is a highly flawed piece of
work. Here's a thorough critical
response to it:
<a moz-do-not-send="true"
href="https://urldefense.proofpoint.com/v1/url?u=http://academic.evergreen.edu/curricular/med/LangPoor.pdf&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=60b6bd5fe85fbe058acfd3586d018d3b7a9f36a2f2da17a7fdd6266510df592b"
target="_blank">
http://academic.evergreen.edu/curricular/med/LangPoor.pdf</a> There's a
lot there in a relatively short
article, but here's a key quote for
this discussion:
</p>
</div>
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<p class="MsoNormal"> </p>
<p class="MsoNormal">Many educational
researchers and policy makers have
generalized the findings about the
language and culture of the 6 welfare
families in Hart and Risley’s study to
all poor families. Yet, Hart and
Risley offer no compelling reason to
believe that the poor families they
studied have much in common with poor
families in other communities, or even
in Kansas City for that matter. The
primary selection criterion for
participation in this study was
socioeconomic status; therefore, all
the 6 welfare families had in common
was income, a willingness to
participate in the study, race (all
the welfare families were Black), and
geography (all lived in the Kansas
City area). Families living in poverty
are, however, an ethnically,
linguistically, and racially diverse
group (US Census Bureau, 2003). Strong
claims about the language and culture
of families living in poverty based on
a sample of 6 Black welfare families
living in Kansas City are unwarranted.
(p. 364)</p>
</blockquote>
</div>
<div>
<p class="MsoNormal"><br clear="all">
</p>
<div>
<div>
<div>
<div>
<p class="MsoNormal">--<br>
Daniel Ginsberg<br>
Doctoral candidate, Linguistics<br>
Georgetown University</p>
</div>
<p class="MsoNormal"><a
moz-do-not-send="true"
class="moz-txt-link-freetext"
href="http://georgetown.academia.edu/DanielGinsberg"
target="_blank"><a class="moz-txt-link-freetext" href="http://georgetown.academia.edu/DanielGinsberg">http://georgetown.academia.edu/DanielGinsberg</a></a></p>
</div>
</div>
</div>
<p class="MsoNormal"> </p>
<div>
<p class="MsoNormal">On Wed, Sep 16,
2015 at 4:22 AM, Richard Hudson <<a
moz-do-not-send="true"
class="moz-txt-link-abbreviated"
href="mailto:r.hudson@ucl.ac.uk"
target="_blank"><a class="moz-txt-link-abbreviated" href="mailto:r.hudson@ucl.ac.uk">r.hudson@ucl.ac.uk</a></a>>
wrote:</p>
<div>
<p class="MsoNormal"
style="MARGIN-BOTTOM: 12pt">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>
<br>
<br>
<br>
<br>
</p>
<div>
<div>
<p class="MsoNormal"> </p>
<div>
<p class="MsoNormal">On
15/09/2015 21:51, Daniel
Ginsberg wrote:</p>
</div>
<blockquote style="MARGIN-BOTTOM:
5pt; MARGIN-TOP: 5pt">
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<p class="MsoNormal">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="https://urldefense.proofpoint.com/v1/url?u=http://onlinelibrary.wiley.com/doi/10.1111/jola.12071/full&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=f08703c53fd54481f4b0a4375d0eba099baa74cc70b93b2f22ef28242547dff7"
target="_blank">http://onlinelibrary.wiley.com/doi/10.1111/jola.12071/full</a></p>
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clear="all">
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<p class="MsoNormal">--<br>
Daniel Ginsberg<br>
Doctoral candidate,
Linguistics<br>
Georgetown
University</p>
</div>
<p class="MsoNormal"><a
moz-do-not-send="true" class="moz-txt-link-freetext"
href="http://georgetown.academia.edu/DanielGinsberg"
target="_blank"><a class="moz-txt-link-freetext" href="http://georgetown.academia.edu/DanielGinsberg">http://georgetown.academia.edu/DanielGinsberg</a></a></p>
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<p class="MsoNormal"> </p>
<div>
<p class="MsoNormal">On Tue,
Sep 15, 2015 at 7:27 AM,
Francis Hult <<a
moz-do-not-send="true"
class="moz-txt-link-abbreviated"
href="mailto:francis.hult@englund.lu.se" target="_blank"><a class="moz-txt-link-abbreviated" href="mailto:francis.hult@englund.lu.se">francis.hult@englund.lu.se</a></a>>
wrote:</p>
<div>
<div>
<p><span
style="FONT-SIZE:
10pt; FONT-FAMILY:
Arial,sans-serif;
COLOR: black">[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:</span></p>
<p><span
style="FONT-SIZE:
10pt; FONT-FAMILY:
Arial,sans-serif;
COLOR: black"></span> </p>
<p><span
style="FONT-SIZE:
10pt; FONT-FAMILY:
Arial,sans-serif;
COLOR: black">Johnson,
E.J. (2015)
Debunking the
“language gap”.
<em><span
style="FONT-FAMILY:
Arial,sans-serif">Journal for Multicultural Education, 9</span></em>(1),
42-50.</span></p>
<p><span
style="FONT-SIZE:
10pt; FONT-FAMILY:
Arial,sans-serif;
COLOR: black"></span> </p>
<p><span
style="FONT-SIZE:
10pt; FONT-FAMILY:
Arial,sans-serif;
COLOR: black">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] </span></p>
<p><span
style="FONT-SIZE:
10pt; FONT-FAMILY:
Arial,sans-serif;
COLOR: black"></span> </p>
<p><span
style="FONT-SIZE:
10pt; FONT-FAMILY:
Arial,sans-serif;
COLOR: black"></span> </p>
<p><span
style="FONT-SIZE:
10pt; FONT-FAMILY:
Arial,sans-serif;
COLOR: black">The
Atlantic</span></p>
<p><span
style="FONT-SIZE:
10pt; FONT-FAMILY:
Arial,sans-serif;
COLOR: black"></span> </p>
<p><span
style="FONT-SIZE:
10pt; FONT-FAMILY:
Arial,sans-serif;
COLOR: black">Why
Boosting Poor
Children’s
Vocabulary Is
Important for Public
Health</span></p>
<p><span
style="FONT-SIZE:
10pt; FONT-FAMILY:
Arial,sans-serif;
COLOR: black"></span> </p>
<p><span
style="FONT-SIZE:
10pt; FONT-FAMILY:
Arial,sans-serif;
COLOR: black">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.
</span></p>
<p><span
style="FONT-SIZE:
10pt; FONT-FAMILY:
Arial,sans-serif;
COLOR: black"></span> </p>
<p><span
style="FONT-SIZE:
10pt; FONT-FAMILY:
Arial,sans-serif;
COLOR: black">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.</span></p>
<p><span
style="FONT-SIZE:
10pt; FONT-FAMILY:
Arial,sans-serif;
COLOR: black"></span> </p>
<p><span
style="FONT-SIZE:
10pt; FONT-FAMILY:
Arial,sans-serif;
COLOR: black">Full
story:<br>
<a
moz-do-not-send="true"
href="https://urldefense.proofpoint.com/v1/url?u=http://www.theatlantic.com/education/archive/2015/09/georgias-plan-to-close-the-30-million-word-gap-for-kids/403903/&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=0153ee7d02cb6a4baaba3d07c409f88e8045c29d9599d31e8d9eac8296f92518"
target="_blank"><a class="moz-txt-link-freetext" href="http://www.theatlantic.com/education/archive/2015/09/georgias-plan-to-close-the-30-million-word-gap-for-kids/403903/">http://www.theatlantic.com/education/archive/2015/09/georgias-plan-to-close-the-30-million-word-gap-for-kids/403903/</a></a></span></p>
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<pre><span style="COLOR: #888888">-- </span></pre>
<pre><span style="COLOR: #888888">Richard Hudson (<a moz-do-not-send="true" href="https://urldefense.proofpoint.com/v1/url?u=http://dickhudson.com&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=ae4cf348db31864aa08ba4fa2a19e43ec0770d70497adce6b32f63976874fbf5" target="_blank">dickhudson.com</a>)</span></pre>
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<pre>_______________________________________________
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<pre class="moz-signature" cols="72">--
Richard Hudson (dickhudson.com)</pre>
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<pre class="moz-signature" cols="72">--
Richard Hudson (dickhudson.com)</pre>
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