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Language Development-Roseberry > Language Development of Children from Low-Income backgrounds (Exam 4) > Flashcards

Language Development of Children from Low-Income backgrounds (Exam 4) Flashcards

1
Q

Child poverty rates are highest among ___, ___, and American ___ children.

A

Black, Latino, Indian

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2
Q

According to the Pew Research Center (2014):

Today, most poor Americans are in their ___ working years (ages 18-64)

A

prime

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3
Q

Children in the hispanic community…

  • Disproportionately impeached by poverty
  • Many are children of ___ ___.
A

migrant workers

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4
Q

true or false.

According to Castillo, 2012:

Many migrant workers have an average income below the national poverty line.

A

true

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5
Q

U.S. is shifting, from manufacturing, industrial society to service-oriented, high-tech society, many ___- __ jobs requiring little education but paying well are disappearing/being ___

A

blue-collar, outsourced

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6
Q

Jobs requiring a ___ degree are expected to grow the fastest, while those requiring a high school diploma will experience the slowest growth over the 2010-20 time frame

A

Masters

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7
Q

True or false.

Homeless children and youth lack a fixed, regular, and adequate night time residence.

A

true

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8
Q

where might a homeless child live?

A

cars, parks, public places, abandoned buildings, or bus or train stations

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9
Q

true or false.

Homelessness: inability of people to pay for housing: impacted by both income and affordability of available housing (National Alliance to End Homelessness, 2012)

A

true

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10
Q

Homelessness –> ___ attendance

A

irregular

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11
Q

lack of food –> ___ problems, and stunted ___ ___

A

learning, physical growth

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12
Q

Neighborhood problems, such as increased exposure to ___ and ___, PTSD, inferior schools, fewer safe places for children to learn, play, and explore

A

crime; violence

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13
Q

when it is dangerous outside… what do children do?

A

stay indoors, watch TV

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14
Q

Some low- SES children watch up to __ hours of TV a day

A

11

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15
Q

What are examples of family stress?

A
  • parental depression
  • fighting
  • potential neglect and abuse of children
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16
Q

What are examples of fewer learning resources?

A
  • books
  • quality child care
  • good libraries
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17
Q

true or false.

home and work responsibilities take priority over school

A

true

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18
Q

when it is dangerous outside… there are fewer ___ activities, travel opportunities.

A

extracurricular

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19
Q

true or false.

potential negative effects of poverty:

  • asthma
  • exposure to lead
  • prematurity
  • lack of access to health care, including dental care
A

true

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20
Q

Research has shown that (Owens, 2016):

when financial resources are stressed, there are high rates of ___ ___

A

maternal depression

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21
Q

true or false.

Research has shown that (Owens, 2016):

Compared w/higher income mothers, who tend to become warm and verbal w/their children, low income mothers often show lower levels of warmth, responsiveness, and sensitivity when interacting with young children

A

true

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22
Q

true or false.

We know from research that…

The overall warmth and affect of a home, which promote caregiver-child bonding, are the very foundation of language development.

A

true

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23
Q

Remember that responsiveness is not just verbal…

Maternal ___ ___ and ___ are absolutely foundational for building ___ and ___ skills as well as resiliency, optimism, and hope.

A
  • emotional responsiveness
  • attachment
  • linguistic
  • cognitive
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24
Q

According to Westby, 2015:

What is the cradle of all learning?

A

relationships

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25
Q

true or false.

According to Westby, 2015:

the relationship between the adult and the child is the driving motivator of learning

A

true

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26
Q

true or false.

Generational poverty: poverty affects family for at least 3 generations or less

A

false- 2 generations or more

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27
Q

What kind of lifestyle do generational poverty people live?

A

welfare lifestyle

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28
Q

true or false.

poverty lifestyle.. lack of planning for future; all about the present

A

true

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29
Q

true or false.

Generational poverty:

  • a family has been in poverty for @ least 2 generations
  • constant presence of hopelessness
  • w/o the belief that life can be better, the motivation and energy needed to break the cycle are very low
A

true

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30
Q

true or false.

generational poverty, they have an external locus of control:

-future determined by luck and chance
“there’s nothing I can do - why fight city hall?”
“why bother with therapy?”

A

true

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31
Q

true or false.

Situational poverty:
-usually result of a particular set of circumstances
occurs for a shorter time
-people have a lot of pride
-generally remain hopeful that w/hard work, they can overcome their circumstances.

A

true

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32
Q

true or false.

Situational poverty, they have an external locus of control:

  • they can influence the future by making good choices now
  • people believe they can shape their own fate
  • open toward intervention
A

true

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33
Q

In order to move out of generational poverty… what do the most successful situations involve?

A

positive, caring role models

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34
Q

Research has found that SES is more critical to a child’s ___ development than ___ background

A
  • language

- ethnic

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35
Q

The factor most highly related to SES is the ___ ___ ___

A

mother’s educational level

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36
Q

Early communication experiences differ based on family income to such a degree that ___ can __ a child’s __ ___ during the ___-__ ___.

A
  • SES
  • predict
  • academic performance
  • school-age years
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37
Q

Low- SES caregivers who have little education…

  • tend to provide less oral language stimulation for their children
  • Hart and Risely (1995, 2003) studied children from professional, working-class, and welfare homes
  • they found that in a 365-day year, children from ___ families heard about __ million utterances children from ___ families heard about ____ utterances
A
  • professional
  • 4
  • welfare
  • 250,000
38
Q

Hart and Risley extrapolated that…

-in order for the welfare children to gain a vocabulary equivalent to that of children from working class homes, these welfare children would need to attend a ___ ___ for __ hours per week where they heard language at a level used in professional homes

A
  • preschool program

- 40

39
Q

Other research has found that…

  • ___ and ___ SES caregivers- increase discussion, verbal problem solving
  • low SES caregivers increase ___ and ___
A
  • middle, upper

- commands, orders

40
Q

Low- SES caregivers…

  • are also more likely to ___ or __ their children than using ___ discipline
  • these children then grow up to solve problems by means of ___ aggression rather than ___
A
  • slap, spank, verbal

- physical, discussion

41
Q

true or false.

Low-SES children tend to have:

  • low vocabulary skills
  • poorer grammar
  • pragmatic problems
  • more engaged in talk about immediate, daily living concerns (food, clothes) rather than discussions that extend beyond practical concerns
  • negative effect on development of abstract language
A

true

42
Q

Westby, 2015 - we need to teach academic talk:

  • casual talk
  • familiar, concrete, social
  • used to meet needs
  • genuine questions to gain info.
  • simple tax, non specific vocabulary
  • “you know dawg, it was about that thing”
A

true

43
Q

true or false.

Westby, 2015 - we need to teach academic talk:

  • abstract, non shared context
  • reflecting, planning
  • pseudo questions (known answer questions)
  • complex syntax, explicit vocabulary
  • “the book addressed the topic to seismic action”
A

true

44
Q

true or false.

Schedule, 2015:

  • one classroom teacher says “use college talk”
  • instead of saying “you’re talking too much” she says you’re being garrulous”
  • the kids totally know what “garrulous” means!
A

true

45
Q

LITERACY SKILLS OF LOW-SES CHILDREN :

Families may be too poor to buy books

Parents’ low educational level leads to less reading

Also, ___ ___ is affected. Research shows that low-SES parents use lower level language, tell children to pay attention without interrupting, and ask very basic, straightforward questions that don’t require much thought

A

reading style

46
Q

According to Moran:

-A child growing up in a middle-class neighborhood will own an average of __+ books

Low-income communities average about one book for every ___ children

A
  • 13

- 300

47
Q

Having reading difficulties:

  • ___ ___ ch drop out of school, have criminal record
  • Over ___ % of American’s prisoners cannot read above the __th grade level
  • __ of 4th graders reading below grade level will end up in prison or on welfare
A
  • Increase odds
  • 70%, 4
  • ¾
48
Q

true or false.

Dr. Carol Hammer, ASHA 2015 :

  • Rhyming –foundation of PA
  • Helps ch learn to listen
  • During book reading, point out words that rhyme
  • Point out words that begin and end with the same sounds
  • To increase PA skills, use Elkonin box
A

true

49
Q

Thus, Dr. Carol Hammer, ASHA 2015 says:

___ and ___ skills are often low—very basic and concrete

There is difficulty with _____ _____

A
  • Reading, writing

- decontextualized language

50
Q

Many low-SES children…

Have substantial difficulty with ____ ____ skills

A

phonological awareness

51
Q
  • Low-SES children get overreferred to ___ ___
  • Many standardized tests of ____ skills are biased against low-SES students
  • There can be grammatical bias
  • Test tasks are often highly _____ (“Tell me everything you can about a bird.”)
A
  • special education
  • language
  • decontextualized
52
Q
  • At home, many ch not encouraged to take ___ ___. Asked to guess—they really shut down.
  • Many not exposed to “____” or ___ ___” tasks such as verbal display of knowledge with an unfamiliar adults
A
  • verbal risks

- school, test type

53
Q

what can we use to validly evaluate the language skills of low-SES children??

A
  • Language samples

- Informal measures of lang

54
Q

true or false.

CONSIDERATIONS IN LANGUAGE INTERVENTION :

  • Reach out to families, by giving them lists of resources like youtube videos
  • We can also send books home
  • We can send home short DVDs that demonstrate language stimulation techniques
A

true

55
Q

true or false.

We need to focus on developing:

  • Pragmatics-solving problems verbally, being polite
  • Correct morphology and syntax
  • Vocab- social and academic
  • Phonological awareness skills
  • Literacy skills-reading, writing
A

true

56
Q

true or false.

Caesar and Nelson (2013) :

  • Described a highly effective program called SALSA —- Supporting Acquisition of Language and Literacy Through School-Home Activities
A

true

57
Q

Caesar and Nelson (2013):

This study assessed the efficacy of a simple literacy-building program with migrant ___ families who had limited English, low literacy levels, high mobility, and challenges with poverty

A

Hispanic

58
Q

The SALSA project explored how a parent-child journaling activity could be used to build a ____ ___ partnership

A

home-school

59
Q

true or false.
Caesar and Nelson (2013)

The experimental group was given (at the end of each week) red SALSA bags, with spiral notebooks, colored pencils, and other inexpensive drawing supplies

Parents were asked to talk with their children about their activities and produce simple drawings about everyday events and activities, adding written notes (when possible) in Spanish and/or English

A

true

60
Q

true or false.

The weekend gave the parents and children time to complete the assignment; children brought the bags back to Head Start on Monday

In the control classroom, preschoolers brought home green SALSA bags with books and were encouraged to talk about the books with their parents (no journaling)

A

true

61
Q
  • At post-test time, experimental ch increase greater gains in Spanish and English in print knowledge, alphabet knowledge, and total scores
  • Conclusion: for low-literacy parents, drawing and simple writing may be easier than reading
A

true

62
Q
  • Because parents are so tired during the week, weekend homework was effective
  • The assignment was simple, practical, accessible, and empowering
A

true

63
Q

Neuman and Wright (2014) suggest that to increase vocabulary for literacy, we use ____ networks and _____

E.g., if teaching the term “marine life,” we connect it with the ocean, beach, shells, sun, etc.

A
  • knowledge

- categories

64
Q

true or false.

According to Neuman and Wright (2014) :

  • Multimedia instruction is very effective
  • We can read books, have worksheets, use google images, iPad apps, youtube videos
A

true

65
Q

true or false.

According to Neuman and Wright (2014):

  • Research has shown that with low-SES English Language Learners, multi-media instruction significantly narrowed the gap between ELLs and non-ELLs in knowledge of target words
  • The addition of dynamic visuals and sounds in video accompanied by informational books provides children with multiple strategies for acquiring word knowledge
A

true

66
Q

true or false.

Key Steps in Teaching Vocabulary Words:

  1. identify words that need to be taught
  2. define words in a ch-friendly way
  3. contextualize words into varied and meaningful formats
  4. review words to ensure sustainability over time
  5. monitor ch’s progress and reteach is necessary
A

true

67
Q

According to Hammer, 2015 ASHA:

Having the child repeat the words back to us creates a ____ ____.

A

phonological representation

68
Q

INCREASING EXECUTIVE FUNCTIONING SKILLS (teachers and SLPs) :

  • Low-SES students are vulnerable in this area due to ____ and _____ factors
A
  • environmental

- physiological

69
Q

true or false.

Executive Functioning Involves:

The problem-solving processes that are utilized at the outset of a novel, nonautomatic task

Goal-directed behavior that we engage in to be successful in life

Thinking about and planning for the future, and considering our choices and their consequences

A

true

70
Q

true or false

We can help children develop executive functioning skills by:

  • Initially providing a lot of structure
  • Choice and consequences
  • STAR: stop-think-act-review
A

true

71
Q

What does the acronym “STAR” mean?

A

stop-think-act-review

72
Q

To help students move out of poverty…

A

We can be caring, involved role models

73
Q

DEVELOPING A GROWTH MINDSET :

  • Believe that ____ and ____ skills can be improved with hard work
  • Students who believe that they can improve their intelligence and overall performance and are more _____ successful that those with fixed number
A
  • intelligence, overall

- academically

74
Q

High levels of warmth and nurturance from caregivers promote ____, _____ , and a ____ foundation

However, when children reach early adolescence, they are motivated by a very different kind of nurturance

This includes being taken seriously and challenged to work hard and improve themselves—a growth mindset

A
  • bonding
  • attachment
  • secure
75
Q

true or false.

The research of Carol Dweck :

  • Divided people into 2 types: those who have a fixed mindset, and those who have a growth mindset
  • Those with a fixed mindset believe that intelligence and other skills are inborn and static, or not amenable to change
A

true

76
Q

true or false.

Those with a growth mindset…

  • Believe that intelligence and overall skills can be improved with hard work
  • Students who believe that they can improve their intelligence and overall performance are more academically successful than those with a fixed mindset
A

true

77
Q

true or false.

We have believed for years in a “fixed brain,” or that we are born with a certain fixed amount of innate intelligence

Recent findings in neuroscience and cognitive psychology have shown that the brain has a great deal of plasticity and can be taught, even into older age

A

true

78
Q

In Dweck’s research…

  • Study with low-SES 7th graders in Texas. Over the school year, each student worked with a college student mentor
  • Students in the control group heard standard messages about how ___ could interfere with academic achievement
A

drugs

79
Q

Students in the experimental group…

  • Heard growth mind-set messages from their mentors
  • “Intelligence is not a finite endowment, but an expandable capacity that increase with mental work.”
  • also heard that intelligence was not fixed- it was malleable, and could be increased with hard work, grit, and perseverance
  • Good study habits also taught
  • The brain is like a muscle that grows stronger with use, and every time you stretch yourself and learn something new, your brain forms new connections
A

true

80
Q

The researchers reported that:

  • The image of new connections forming proved extremely motivating to students
  • They reported that as they paid attention in class or studied difficult material, they pictured their neurons growing new connections; and that when they considered not studying, they warned themselves that they would be missing a chance to form new connections
A

true

81
Q

Students were taught that:

  • The brain grows new connections every time we face challenges and learn, and that great mathematicians and scientists are people who have engaged in this process more than other people
A

true

82
Q

true or false.

at the end of the year…

  • Dweck compared the 2 groups’ scores on Texas’ standardized achievement tests
  • Growth mindset students did significantly better than those who heard anti-drug messages
  • The growth mindset girls scored 10 points higher in math than the controls, closing the math male-female gap completely
A

true

83
Q

It is important, particularly if this era of high stakes testing continues, for students to understand that these tests assess current skills and not long-term potential to learn

This is critical since many students make take their disappointing achievement test scores as a measure of their fixed, underlying ability and become discouraged about their academic futures

A

true

84
Q

interestingly, the research commend that:

  • It is important, particularly if this era of high stakes testing continues, for students to understand that these tests assess current skills and not long-term potential to learn
  • This is critical since many students make take their disappointing achievement test scores as a measure of their fixed, underlying ability and become discouraged about their academic futures
A

true

85
Q

true or false.

We can help students by:

  • Teaching them about the new science of brain plasticity and the new view of talent and giftedness as dynamic attributes that can be developed.
  • Too often, the brain is believed to be static, and talent and giftedness are seen as permanent, unchanging personal attributes that automatically bring later success
A

true

86
Q

process praise contribute much better outcomes than intelligence or product praise

“You are such a hard worker. I’m really excited about how you’re stretching yourself now and working to learn hard things.”

It may take more time for you to catch on to this and be comfortable with this material, but you if you keep at it like this you will.”

A

true

87
Q

Process praise is best:

  • Feedback about strategies, effort, perseverance, challenge-seeking, improvement, etc.,
  • Much more successful than person praise/feedback - intelligence or talents of the student, or outcome praise/feedback, which puts the focus on the final product
A

true

88
Q

true or false.

  • when we teach new skills, it is important for us to emphasize that skills in this area are acquired through instruction and personal application
  • This is not to deny that students may learn at different rates, but it is meant to emphasize that these skills are not the domain of a special few
A

true

89
Q

Recent research concludes:

Low-SES students can succeed when they receive constant encouragement and messages about how hard work, grit, and perseverance can change things for the better

It’s all about character, conscientiousness, and good habits—and these can be developed!

A

true

90
Q

Blue collar positions:

  • are disappearing
  • adults w/low literacy skills lower chances
  • in many countries like the Philippines, many jobs such as fishing, farming that do require literacy skills
A

True

Language Development-Roseberry (7 decks)

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