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Exam 4 Language Development > LANGUAGE DEVELOPMENT OF CHILDREN FROM LOW-INCOME BACKGROUNDS > Flashcards

LANGUAGE DEVELOPMENT OF CHILDREN FROM LOW-INCOME BACKGROUNDS Flashcards

1
Q

National Center for Children in Poverty, 2015

A
  • 22% of children in the U.S. live in families that are considered officially poor
  • Child poverty rates are highest among Black, Latino, and American Indian children
  • Across the states, official child poverty rates range from 11% in New Hampshire to 32% in Mississippi
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2
Q

According to the Pew Research Center (2014)

A
  • Today, most poor Americans are in their prime working years (ages 18-64)
  • In 1959, only 41.7% of Americans in this age group were poor; in 2012, 57% of poor Americans were ages 18-64
  • Today in the U.S., 21.8% of poor Americans are children under the age of 18
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3
Q

In terms of race and ethnicity, the following numbers of children live in low-SES homes

A 
27% White
30% Asian
61% African American
63% Hispanic
(don't need to know stats)
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4
Q

Children in the Hispanic community…..

A
  • Disproportionately impacted by poverty

- Many are ch of migrant workers

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5
Q

32% of migrant workers…

A
  • have less than a 9th grade education as compared to 3% of the American workforce as a whole
  • Many migrant workers have an average income below the national poverty line
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6
Q

U.S. is shifting from..

A
  • manufacturing, industrial society to service-oriented, high-tech society, many blue-collar jobs requiring little education but paying well are disappearing/being outsourced
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7
Q

www.reviewjournal.com 2015

A
  • 63% of all job openings by 2018 will require workers with at least some college education
  • The Bureau of Labor Statistics projects that total employment is expected to increase by 20.5 million jobs from 2010 to 2020. Jobs requiring a master’s 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.
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8
Q

Blue collar positions…

A
  • Are ↓
  • Adults w/ low literacy skills ↓ choices
  • In many countries like the Philippines, many jobs such as fishing and farming that do not require literacy skills
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9
Q

Homelessness is a factor for many children

A
  • Homeless children and youth lack a fixed, regular, and adequate night time residence
  • Live: cars, parks, public places, abandoned buildings, or bus or train stations
  • Homelessness: inability of people to pay for housing; impacted by both income and affordability of available housing
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10
Q

POTENTIAL NEGATIVE EFFECTS OF POVERTY

A
  • Homelessness → irregular attendance
  • Lack of food→learning problems, and stunted physical growth
  • Neighborhood problems, such as increased exposure to crime and violence, post-traumatic stress syndrome, inferior schools, fewer safe places for children to learn, play, and explore
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11
Q

When it is dangerous outside

A
  • Children stay indoors, watch TV

- Some low-SES children watch up to 11 hours of TV a day

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12
Q

Family stress, including parental depression, fighting, potential neglect and abuse of children

A
  • Fewer learning resources such as books, quality child care, good libraries
  • Home and work responsibilities take priority over school
  • Fewer extracurricular activities, travel opportunities
    Asthma
  • Exposure to lead
  • Prematurity
  • Lack of access to health care, including dental care
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13
Q

Research has shown that (Owens, 2016)

A
  • When financial resources are stressed, there are higher rates of maternal depression
  • compared with higher income mothers, who tend to be more warm and verbal with their children, low income mothers often show lower levels of warmth, responsiveness, and sensitivity when interacting young children
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14
Q

We know from research that

A
  • The overall warmth and affect of a home, which promote caregiver-child bonding, are the very foundation of language development
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15
Q

Remember that responsiveness is not just verbal

A
  • Maternal emotional responsiveness and attachment are absolutely foundational for building linguistic and cognitive skills as well as resiliency, optimism, and hope
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16
Q

Westby, 2015

A
  • Relationships are the cradle of all learning

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

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17
Q

SITUATIONAL VS. GENERATIONAL POVERTY

A
  • Generational Poverty: poverty affects family for 2 generations or more
  • usually welfare lifestyle
  • Lack of panning for future; all about the present
  • “The world owes me”
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18
Q

Generational poverty:

A
  • A family has been in poverty for at least 2 generations
  • constant presence of hopelessness
  • without the belief that life can be better, the motivation and energy needed to break the cycle are very low
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19
Q

They have an external locus of control:

A
  • Future determined by luck and chance
  • “There’s nothing I can do-why fight city hall”
  • “Why bother with therapy”
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20
Q

Situational Poverty

A
  • Usually result of a particular set of circumstances
  • Occurs for a shorter time
  • People have allot of pride
  • Generally remain hopeful that with hardwork, they can overcome their circumstances
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21
Q

There is an internal locus of control

A
  • They can influence the future by making good choices now
  • People believe they can shape their own fate
  • Open toward intervention
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22
Q

In order to move out of generational poverty

A
  • The most successful situations involve positive, caring role models
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23
Q

ORAL LANGUAGE SKILLS OF LOW-SES CHILDREN

A
  • Research has found that SES is more critical to a child’s language development than ethnic background
  • The factor most highly related to SES is the mother’s educational level
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24
Q

how does early communication experiences differ?

A
  • Early communication experiences differ based on family income to such a degree that SES can predict a child’s academic performance during the school-age years
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25
Q

Low-SES caregivers who have little education

A
  • Tend to provide less oral language stimulation for their children
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26
Q

Hart and Risley (1995, 2003)

A
  • studied children from professional, working-class, and welfare homes
  • They found that in a 365-day year, children from professional families heard about 4 million utterances; children from welfare families heard about 250,000 utterances
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27
Q

Hart and Risley extrapolated that

A
  • 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 preschool program for forty hours per week where they heard language at a level used in professional homes
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28
Q

Middle and upper SES caregivers

A
  • Increase discussion, verbal problem solving
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29
Q

low SES caregivers

A
  • Increase commands, orders
  • Are also more likely to slap or spank their children rather than using verbal discipline
  • These children then grow up to solve problems by means of physical aggression rather than discussion
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30
Q

Low-SES children tend to have

A
  • Low vocabulary skills
  • Poorer grammar
  • Pragmatics problems
    e. g.: being “rude,” interrupting, not using conventional manners or saying things such as “please” and “thank you”
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31
Q

Low- SES children engaged in

A
  • Talk about immediate, daily living concerns (food, clothes) rather than discussions that extend beyond practical concerns
  • Negative effect on devt. of abstract language
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32
Q

Westby, 2015—we need to teach academic talk:

A
  • Abstract, nonshared context
  • Reflecting, planning
  • Pseudo questions (known answer questions)
  • Complex syntax, explicit vocabulary
    ex: “The book addressed he topic of seismic action”
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33
Q

Casual Talk

A
  • Familiar, concrete, social
  • Used to meet needs
  • Genuine questions to gather information
  • Simple syntax, nonspecific vocabulary
    ex: “You know, dawg, it was about that thing
34
Q

Scheule, 2015

A
  • 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!
35
Q

We can also use teachable moments

A

Ex: Dr. R. to Jeffrey: “Please finish your paper so we can play our game.”
Jeffrey: “No, b—”
Dr. R.: “Jeffrey!” (etc.)
Jeffrey (starts crying) “But my dad always calls my mom that!”
Dr. R: “Honey, I understand what happens at home. But there are different rules at school” (etc.)

36
Q

LITERACY SKILLS OF LOW-SES CHILDREN

A
  • Families may be too poor to buy books
  • Parents’ low educational level leads to less reading
  • Also, reading style 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
37
Q

According to Moran (parenting.com)

A
  • A child growing up in a middle-class neighborhood will own an average of 13+ books
  • Low-income communities average about one book for every 300 children
38
Q

Having reading difficulties

A
  • Increases odds ch drop out of school, have criminal record
  • Over 70% of Americas prisoners cannot real above 4th grade level
  • 3/4 of 4th graders reading below grade level will end up in prison or on welfare
39
Q

Thus-Reading and writing skills are

A
  • often low—very basic and concrete

- There is difficulty with decontextualized language

40
Q

Many low-SES children

A
  • Have substantial difficulty with phonological awareness skills
41
Q

CONSIDERATIONS IN ASSESSMENT OF LANGUAGE SKILLS

A
  • Low-SES children get overreferred to special education
  • Many standardized tests of language skills are biased against low-SES students
  • There can be grammatical bias
  • Test tasks are often highly decontextualized
    Ex: “Tell me everything you can about a bird.”
42
Q

Dr. Carol Hammer, ASHA 2015

A
  • Rhyming- foundation of PA (phonological awareness)
  • 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 an Elkonin box
    Ex: sh-ee-p
43
Q

At home, many children

A
  • Not encouraged to take verbal risks. Asked to guess-shut down
  • Many not exposed to “school” or “test type” tasts such as verbal display of knowledge with an unfamiliar adult
44
Q

In order to validly evaluate the language skills of low-SES children, we can use

A
  • Language sample

- Informal measures of language

45
Q

CONSIDERATIONS IN LANGUAGE INTERVENTION

A
  • 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
46
Q

We need to focus on developing

A
  • Pragmatics: Problem solving verbally, being polite
  • correct morphology and syntax
  • Vocab- social and academic
  • Phonological awareness skills
  • Literacy skills- reading, writing
47
Q

We also need to teach

A

basic safety

48
Q

Caesar and Nelson (2013)

A
  • Described a highly effective program called SALSA—Supporting Acquisition of Language and Literacy Through School-Home Activities
  • This study assessed the efficacy of a simple literacy-building program with migrant Hispanic families who had limited English, low literacy levels, high mobility, and challenges with poverty
49
Q

The SALSA project explored

A
  • how a parent-child journaling activity could be used to build a home-school partnership
  • Experimental group—given children’s books and also did a home journaling activity on the weekends
  • Control group—just books, no journaling
50
Q

The experimental group of SALSA:

A
  • 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
  • The weekend gave the parents and children time to complete the assignment; children brought the bags back to Head Start on Monday
51
Q

In SALSA’s control classroom

A
  • preschoolers brought home green SALSA bags with books and were encouraged to talk about the books with their parents (no journaling)
52
Q

At post test time (SALSA)

A
  • 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
  • Because parents are so tired during the week, weekend homework was effective
  • The assignment was simple, practical, accessible, and empowering
53
Q

Neuman and Wright (2014)

A
  • suggest that to increase vocabulary for literacy, we use knowledge networks
  • Ex: if teaching the term “marine life” we connect it with the ocean, beach, shells, sun, etc.
54
Q

We can also use categories

A

ex: Marine life- fish, whale, shark

Farm animals- cow, chicken, pig

55
Q

According to Neuman and Wright (2014)

A
  • Multimedia instruction is very effective

- WE can read books, have worksheets, use google images, I-pad apps, youtube videos

56
Q

Neuman and Wright 2014

A
  • 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
57
Q

Key Steps in Teaching Vocabulary Words

A
  1. Identify words that need to be taught
  2. Define words in a child 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 if necessary
58
Q

Hammer 2015 ASHA

A
  • Have ch repeat words back to us aloud

- Creates a phonological representation

59
Q

INCREASING EXECUTIVE FUNCTIONING SKILLS (teachers & SLPs)

A
  • Low-SES students are vulnerable in this area due to environmental and physiological factors
  • They have a lot of chaos in their lives
60
Q

Executive Functioning Involves

A
  • 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
61
Q

We can help children develop these executive functioning skills by:

A
  • Initially providing allot of structure
  • Choices and consequences
  • Star: stop-think-act-review
62
Q

Teach kids to ask

A
  • What is the problem I am having right now?
  • Why am I having this problem?
  • What can I do about it?
63
Q

Help students to think as follows

A
  • The choice I made was____
  • The consequence of this choice was____.
  • Next time, I could choose to _____.
  • I could also choose to____.
64
Q

To help students move out of poverty

A

We can be caring, involved role models

65
Q

When children are little

A
  • High levels of warmth and nurturance from caregivers promote bonding, attachment, and a secure 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
66
Q

The research of Carol Dweck

A
  • 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
67
Q

Those with a growth mindset

A
  • 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
68
Q

We have believed for years in a “fixed brain”

A
  • 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

Ex: (I love the story of a student’s grandma, who began studying Spanish when she was 80!)

69
Q

In Dweck’s research

A
  • Study with low-SES 7th graders in Texas. Over the school years, each student worked with a college student mentor
  • Students in the control group heard standard messages about how drugs could interfere with academic achievement
70
Q

Students in Dwecks experimental group…

A
  • Heard growth mindset messages from their mentors

- “Intelligence” is not a finite endowment, but an expandable capacity that increases with mental work

71
Q

Again, Dwecks experimental students heard that

A
  • 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
72
Q

Dwecks experimental students also heard that

A
  • The experimental group heard that intelligence was not fixed it was malleable and could be increased with hard work, grit, and perseverance
  • Good study habits were also taught
73
Q

The researchers of Dwecks reported that

A
  • The image of new connections forming proved extremely motiving to students
  • They reported that as they pad 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
74
Q

Students from Dweck were taught that

A
  • The brain grows new connections every time we face new challenges and learn and that great mathematicians and scientists are people who have engaged in this process more than other people
75
Q

At the end of the year (Dweck)

A
  • Dweck compared the two 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 controls, closing the math male-female gap completely
76
Q

Dweck researchers concluded

A
  • 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
77
Q

Interestingly, Dweck’s researchers also commented that:

A
  • Students with a fixed mindset are threatened by challenges, effort and mistakes, these things threaten to reveal the limits of the students ability
  • We too portray effortless achievement as the sign of the true talent. Many bright students praised for their easy success, may come to believe that they are gifted only when things come easily to them.
78
Q

We can help students by

A
  • 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
79
Q

Process praise is best

A
  • Feedback about strategies, effort, perseverance, challenge seeking, important, 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
  • Process praise contributes to 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.”
  • Thus, 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
80
Q

Examples of what to say for process praise

A

“Let’s go around and have each of you share something hard you learned today that you didn’t know before.”
“Who had a good struggle? Let’s share what we struggled with today”
“Get ready for a terrific struggle! Are you ready? Here we go.”
“That was a lot of hard work. Can you just imagine all the connections you grew to-day?”
“Who thinks they made a really interesting mistake?”
“Who else made a terrific mistake that will help us learn?”

81
Q

Recent research concludes

A
  • 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!

Exam 4 Language Development (4 decks)

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