Language-Gap Study Bolsters a Push for PreK.

(The New York Times) Motoko Rich writes about new research from Stanford psychologist Anne Fernald, which reinforces the famous Hart and Risley word gap study. Since oral language and vocabulary are so connected to reading comprehension, the most disadvantaged children face increased challenges once they enter school and start learning to read. Literacy experts have previously documented a connection between a child’s early vocabulary and later success in reading comprehension. In a study tracking children from age 3 through middle school, David Dickinson, now a professor of education at Vanderbilt University, and Catherine Snow, an education professor at Harvard University, found that a child’s score on a vocabulary test in kindergarten could predict reading comprehension scores in later grades. Read Article

Fernald, Anne, Marchman, Virginia A., Weisleder, Adriana. SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science 16:2 (2013) pp, 234-248 – Stanford News Overview

Publication:      The New York Times
Author:             Motoko Rich
Publish Date:   10.22.2013