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 Begins to develop around 12 months  Continues to develop beyond grade 6  Grows through interaction with people  Is more advanced than reading ability.

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Presentation on theme: " Begins to develop around 12 months  Continues to develop beyond grade 6  Grows through interaction with people  Is more advanced than reading ability."— Presentation transcript:

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2  Begins to develop around 12 months  Continues to develop beyond grade 6  Grows through interaction with people  Is more advanced than reading ability  Determines level of reading comprehension

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4 Let’s take a look at the information

5 Where A Included B Findings C

6 Included D Data E Goal F

7 Who G How H When I

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9 Hart and Risley 1995 An observation of families to gather language information from a range of demographics over an extended period of time.

10 Hart and Risley 1995 An observation of families to gather language information from a range of demographics over an extended period of time.  42 families

11 Hart and Risley 1995 An observation of families to gather language information from a range of demographics over an extended period of time.  42 families  13 families from upper SES

12 Hart and Risley 1995 An observation of families to gather language information from a range of demographics over an extended period of time.  42 families  13 families from upper SES  10 families from middle SES

13 Hart and Risley 1995 An observation of families to gather language information from a range of demographics over an extended period of time.  42 families  13 families from upper SES  10 families from middle SES  13 families from low SES

14 Hart and Risley 1995 An observation of families to gather language information from a range of demographics over an extended period of time.  42 families  13 families from upper SES  10 families from middle SES  13 families from low SES  6 families on welfare

15 Hart and Risley 1995 An observation of families to gather language information from a range of demographics over an extended period of time.  42 families  13 families from upper SES  10 families from middle SES  13 families from low SES  6 families on welfare  2 ½ years, 1 hour per month

16  Recruit families to participate

17  Obtain a range in demographics

18  Recruit families to participate  Obtain a range in demographics  Record everything

19  Recruit families to participate  Obtain a range in demographic  Record everything  Begin when children were 7-9 months old

20  The problem: Early interventions implemented during the 1960’s war on poverty washed out early and completely as children aged.

21  The intervention: Vocabulary could be easily increased by educators by teaching them new words.

22  The results: There was fast vocabulary growth by children in professional families. There was vocabulary growth in the lower SES population.

23  The plan: Rather than concede to the inevitable forces of heredity, the group decided to undertake the process of research which would allow educators to understand the trajectories observed.

24  The findings: Before children can take charge of their own experience and begin to spend time with peers in social groups outside the home, almost everything they learn comes from their families.

25  The similarities: Children grew more like their parents in stature, activity levels, vocabulary resources, language, and interaction styles.

26 Take a few minutes to read about test performance in third grade for 29 of the 42 children observed in the Hart and Risley study.

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28 Parent 13 Professional41 23 Working class 31 6 Welfare 14 Child 13 Professional0 23 Working class 0 6 Welfare 0

29 Parent Professional2176 Working class 1498 Welfare974 Child Professional1116 Working class749 Welfare525

30 P WC W Hour Week215, ,000 62,000 Year11,000,000 6,000,000 3,000,000 4 years45,000,000 26,000,000 13,000,000

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32 The quality of words is very important and can provide Encouragement Self-esteem Self-respect Confidence

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34 AffirmationsProhibitions

35  Welfare children heard 5 affirmations

36  Welfare children heard 11 prohibitions

37  Welfare children heard 5 affirmations  Welfare children heard 11 prohibitions  Working class children heard 12 affirmations

38  Welfare children heard 5 affirmations  Welfare children heard 11 prohibitions  Working class children heard 12 affirmations  Working class children heard 7 prohibitions

39  Welfare children heard 5 affirmations  Welfare children heard 11 prohibitions  Working class children heard 12 affirmations  Working class children heard 7 prohibitions  Professional children heard 32 affirmations

40  Welfare children heard 5 affirmations  Welfare children heard 11 prohibitions  Working class children heard 12 affirmations  Working class children heard 7 prohibitions  Professional children heard 32 affirmations  Professional children heard 5 prohibitions

41 Leticia Lovejoy, WVDE


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