# data[].attributes.headline
Aysha Heib-                        033977877                                       The article describes an observational study of how children are exposed to language and how they produce it on the basis of their exposure. The sample of this study is comprised of 42 families from different socio-economic status (high, middle, low and families on welfare). The study took place for an extended time (from age 7 months to 3 years), it also included a follow up study to validate the study result on the long run. The results of the study showed a staggering difference in the average number of words the kids could produced based on their socio-economic status, in such a way that status could reflect the amount of words they were exposed to and thus they could produce. The differences between the groups was also viewed on the type of communication. The higher the socio-economic status of the kids, the more encouraging words they heard. These results also affected the kids life skills beyond language production. 

# data[].attributes.subject
Aysha Heib-                        033977877                                       The article describes an observational study of how children are exposed to language and how they produce it on the basis of their exposure. The sample of this study is comprised of 42 families from different socio-economic status (high, middle, low and families on welfare). The study took place for an extended time (from age 7 months to 3 years), it also included a follow up study to validate the study result on the long run. The results of the study showed a staggering difference in the average number of words the kids could produced based on their socio-economic status, in such a way that status could reflect the amount of words they were exposed to and thus they could produce. The differences between the groups was also viewed on the type of communication. The higher the socio-economic status of the kids, the more encouraging words they heard. These results also affected the kids life skills beyond language production. 

# data[].attributes.headline
"The 30 Million Word Gap" – recap by Sapir Yarden 200671675

# data[].attributes.subject
"The 30 Million Word Gap" – recap by Sapir Yarden 200671675

# data[].attributes.body
The article describes the experiment done by Betty Hart and Todd Risley, two educational researches at the time of the 1960's War on Poverty. The gap in performance between lower and higher level students had been noticed by that time and several attempts at correcting it by educational interventions at a younger age yielded no long lasting results. This had made Hart
and Risley suspect that the origin of this gap in performance begins at the homes of the children, and so they set out to conduct an experiment to check out that suspicion.
The research was recruited families of high-income, middle-class and lower-class, who made up 42 families in total. For the time span of three years, since age one to three years old, the researches had observed the children for an hour every month.
Results: Between 86% to 98% of the words a child uses by the age of 3, is derives directly from the parents. Also, the average number of words the children used in a sentence, the length of their sentences and the speech patterns, also showed a significant resemblance to those of their parents.
While taking the socio-economic status under account, it turned out children from lower socio-economic class receive about half as much verbal experience as their higher-income counterparts, meaning the higher class children had more lingual exposure to draw from.
Looking at the number of praises vs. discouragements, the higher-class families used far more praises then discouragement than working-class families, and the lower-class used more discouragements than praises.
Follo-up research at age 9-10 showed that there's a correlation between the quality of the lingual foundations built at home at the early age and performance later on at the third grade.
In conclusion, the gap in exposure between the children in early years can mount up to 30 million words, as well as a lack of words of encouragement towards the lower income children. The difference in lingual input has a direct influence on the child's later academic success and intellectual prowess.

# data[].attributes.body
although conducted in the 60's, these findings are still relevant and unfortunately true. children from poor families acquire poor knowledge and vocabulary.  their exposure to language is way lower than higher income families.

# data[].attributes.headline
Elizabeth Sosland – ID# 305846081 University of Kansas researchers performed a groundbreaking study conducted on 42 families with children under age of three from various socio-economic backgrounds. The researches aim was to see how daily exchange between the parents and the child shape the vocabulary and the language development.  The study showed that children from welfare families had huge difference in the number of words that they were familiar with compare to the children from high-income families. The exposure of the children from low-income families was 30 million less words then the children from high-income families. The bank of words that a child accumulates until the age of 3 dependent on their parents.  The caregivers are responsible for the vast majority of the language stimulation and the communication development of the child.The children that grew up in poverty lack the exposure to new words and at times less encouragement (positive communication). It connects very well to the fourth grade slump!

# data[].attributes.subject
Elizabeth Sosland – ID# 305846081 University of Kansas researchers performed a groundbreaking study conducted on 42 families with children under age of three from various socio-economic backgrounds. The researches aim was to see how daily exchange between the parents and the child shape the vocabulary and the language development.  The study showed that children from welfare families had huge difference in the number of words that they were familiar with compare to the children from high-income families. The exposure of the children from low-income families was 30 million less words then the children from high-income families. The bank of words that a child accumulates until the age of 3 dependent on their parents.  The caregivers are responsible for the vast majority of the language stimulation and the communication development of the child.The children that grew up in poverty lack the exposure to new words and at times less encouragement (positive communication). It connects very well to the fourth grade slump!

# data[].attributes.body
The 30 million gap- Recap.

This article reflects a research that was conducted in 2003 in Kansas university.

The researchers noticed that there is a tremendous difference in the children's language abilities.They assumed that the critical differences starts from the kids home houses, therefore, they decided to include 42 families in their research. The families were from different socioeconomic backgrounds. The results they found were astonishing.

They learned that at the age of 4 there is already a 30M gap of vocabulary words between kids from low income and high income families. Furthermore they learned that high income families reinforce positively around 6 times more than low income families, thus their children are exposed much more to positive language.

# data[].attributes.body
The article speaks about the development of native language in children, and specifically focusing on the difference between children of different socio-economic backgrounds.
The research has found that children from well-to-do homes, with a stable socio-economic situation, have a better vocabulary that children on wellfare.
The main argument is that the deciding factor is exposure to new words, since the language development in a child depends on the vocabulary used by the child's caretakers and environment, and children of lower socio-economic backgrounds are less exposed to diverse types of language.

# data[].attributes.headline
“The Thirty Million Word Gap” article deals with a research taken in the 1960’s in the University of Kansas. The researchers recruited  42 families from various socioeconomic backgrounds to check the ways in which daily language exchanges between a parent and child shape languageand vocabulary development. Their research  established a connection between what a parent says and what a child learns and the differences in communication styles found within the different socioeconomic backgrounds.The disparity in vocabulary growth and language development are of great concern and prove the home does truly hold the key to early childhood success.

# data[].attributes.subject
“The Thirty Million Word Gap” article deals with a research taken in the 1960’s in the University of Kansas. The researchers recruited  42 families from various socioeconomic backgrounds to check the ways in which daily language exchanges between a parent and child shape languageand vocabulary development. Their research  established a connection between what a parent says and what a child learns and the differences in communication styles found within the different socioeconomic backgrounds.The disparity in vocabulary growth and language development are of great concern and prove the home does truly hold the key to early childhood success.

# data[].attributes.body
The article summarizes a research done on how the daily exchange between a parent and child shape language and vocabulary development in various socio-economic backgrounds. The main findings were:

·         Most of the words a child knows and uses by the age of 3 are learned from their parents or care takers at home.

·         The house environment at a young age has severe implications on the development of a child's language skills all the way through his adulthood.

·         Children from high income families are exposed to richer vocabulary of up to 3 times more than very low income children.

·         The language used in high-income families is also much more positive and supportive to children then in low-income families.

# data[].attributes.body
The article presents research done to study the difference home-life makes on a child's ability to communicate. In the study children of low, middle and high socio-economic status were observed from age seven months until age three. The results showed that almost all the words the children used by age three were derived from their parents' vocabulary. In addition, the quantity and quality of the language exposure of the children varied according to their economic status. Children from low income families were exposed to less words, and of those words many of them negative reinforcement. A follow-up study done in the third grade showed that the accomplishments at age three were indicative of the childrens' performance later in childhood. Childrens' performance in vocabulary, language development, and reading comprehension was lower for children from low economic status. These results show the importantconnection between parents' speaking styles and the child's later learning abilities and development.

# data[].attributes.body
The above named article presented a research which was done for educational purpose.  Through an experimental method, 42 families were to participate in the study. A radical conclusion was presented. The immense differences in communication styles found along socio-economic lines are of far greater consequence than any parent could have imagined.

All children were not lacking in love and care. Although, the exposure to the variety in encouragement, and positive experiences, indicated in much larger scale towards opportunities further down the track: Where there was a higher financial standard, there was much larger vocabulary.

This article heavily concludes that children from low socio-economic background are less likely to succeed in their childhood. It put a further heavy load on the financially struggling parents.

The observers’ socio-economic background is not mentioned.

# data[].attributes.body
This is a research that has been done on children between the age of 7 months to 3.
In this research participated high income families, middle socio economic status families, low socio economic and welfare families.The researchers found out thart children imitate their parents/ caregivers vocabularies.
Children from a low economic class and welfare were not exposed to enough vocabulary and got negative reinforcments and discouraging feedbacks.

# data[].attributes.body
According to the article, the income rate of the parents is positively correlated with the children's vocabulary- meaning that the higher the parents' income is , the wider the child's vocabuary. A correlation was also found between the socio economic level of the parents and the level of encouragement- the more parents earn the more encouraging they are. In a follow up , it was found that the children's verbal abilities at the age of three were predictive of their of those abilities at the age of nine-ten.

# data[].attributes.body
Got me thinking:
1. If parantal socio-economic status and parent-child commonication has such a huge impact on linguistic development by the age of three, than what is our input as english teachers (especialy when the foreign language is not spoken at home)?

2. We, as teachers, are also middle-class socio-economic level, so...

3. Love your children, encourage them and be rich!

# data[].attributes.body
Accomplishment at age 3 is highly indicative of performance at the ages of 9/10 on vocabulary, language development. In a child’s early life the caregiver is responsible for most language and communication development. This influences deeply their progress many years to come. Researchers found, 86% to 98% of the words used by children are derived from their parents’ vocabularies. Children from families on welfare heard much less words than those from working class and professional families. Extrapolation to the words heard by a child within the first 4 years of their life, reveals a 30 million word difference. Also higher income families provided their children far more words of praise. By age four the ratios of encouragement feedback for families on welfare were 125,000 more words of discouragement. In a higher income family, 560,000 more words of praise. After 4 years these differences produce significant discrepancies in language acquisition.