Is socioeconomic status the real cause of the 30 million word gap?
Presentation Type
Abstract
Faculty Advisor
Robyn Becker
Access Type
Event
Start Date
25-4-2025 10:30 AM
End Date
25-4-2025 11:29 AM
Description
This project challenges the widely accepted narrative that socioeconomic status has significant influence on language development, with a focus on questioning whether low socioeconomic status is truly a risk factor for linguistic growth. Specifically, Betty Hart & Todd Risely’s 1995 study, has had a profound influence on how language development is understood, emphasizing the importance of early verbal exposure for a child’s linguistic growth. They found a stark difference in the number of words spoken to children who came from different socioeconomic backgrounds, claiming a gap of over 30 million words between children from higher-income families and those from lower-income families. The study’s focus on word count alone overlooks important aspects of language, such as cultural communication styles, which can reinforce racial biases (Dudley-Marling & Lucas, 2009). While Hart & Risley conducted their research with the well motivated intention to support children’s language development, this poster will add updated research findings with the goal of embracing a more inclusive and nuanced approach. By viewing this topic through a more contemporary lens, this poster aims to avoid one-size-fits-all approaches when working to learn about a concept as subjective as language development. As a result, interventions may be designed to be culturally responsive, and tailored to the needs of each child (Sperry, Sperry, & Miller 2019). By prioritizing diversity in language experiences and understanding the unique circumstances of each child, we can work to create these individualized approaches to ensure that all children have the opportunity to thrive.
Is socioeconomic status the real cause of the 30 million word gap?
This project challenges the widely accepted narrative that socioeconomic status has significant influence on language development, with a focus on questioning whether low socioeconomic status is truly a risk factor for linguistic growth. Specifically, Betty Hart & Todd Risely’s 1995 study, has had a profound influence on how language development is understood, emphasizing the importance of early verbal exposure for a child’s linguistic growth. They found a stark difference in the number of words spoken to children who came from different socioeconomic backgrounds, claiming a gap of over 30 million words between children from higher-income families and those from lower-income families. The study’s focus on word count alone overlooks important aspects of language, such as cultural communication styles, which can reinforce racial biases (Dudley-Marling & Lucas, 2009). While Hart & Risley conducted their research with the well motivated intention to support children’s language development, this poster will add updated research findings with the goal of embracing a more inclusive and nuanced approach. By viewing this topic through a more contemporary lens, this poster aims to avoid one-size-fits-all approaches when working to learn about a concept as subjective as language development. As a result, interventions may be designed to be culturally responsive, and tailored to the needs of each child (Sperry, Sperry, & Miller 2019). By prioritizing diversity in language experiences and understanding the unique circumstances of each child, we can work to create these individualized approaches to ensure that all children have the opportunity to thrive.
Comments
Poster presentation at the 2025 Student Research Symposium.