The detailed age trajectory of oral vocabulary knowledge: differences by class and race

Farkas, George; Beron, Kurt J.

doi:10.1016/j.ssresearch.2003.08.001

Cited by 352 publications

(277 citation statements)

References 18 publications

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“…A serious result of this gap is that it influences racial inequality generally and has been linked to long-term discrepancies between Blacks and Whites in occupational and income attainment (Farkas 2003a, Farkas 2004, Farkas, England, Vicknair, and Kilbourne 1997, Kerckhoff, Raudenbush, and Glennie 2001. There is some debate as to the relative importance of cognitive skills, educational credentials, and employer discrimination in determining the extent of the wage gap between Blacks and Whites, but there is clear evidence that cognitive skills play some role (Bowles, Gintis, andOsborne 2001, Maume, Cancio, andEvans 1996).…”

Section: Why Is This Important?mentioning

confidence: 99%

“…Others argue that the lifelong test score and achievement gap between Blacks and Whites can be traced to the early learning years, even before children go to kindergarten (Farkas 2004). Interested in documenting the time at which a class-based achievement gaps begin, Hart and Risley (1995) conducted a ground breaking analysis of one to three year olds that linked economic class to cognitive skill development based on language acquisition from parental interactions.…”

Section: Why Look At Babies?mentioning

confidence: 99%

“…In a follow up study, Farkas and Beron (2004) attempted to assess the validity of the Hart and Risley (1995) study by using a large nationally representative sample from the Children of the National Longitudinal Survey of Youth between the ages of three and thirteen years of age. They found that by the age of three a gap in the complexity of children's vocabularies was clear between Blacks and Whites.…”

Section: Why Look At Babies?mentioning

confidence: 99%

“…Although the Farkas and Beron (2004) In order to contextualize an analysis looking at babies, it is important to understand what infants are developmentally capable of around the age of the sampled infants-10 months. By the time infants have reached 10 months, they have already learned a huge amount that will aid them in life.…”

Section: Why Look At Babies?mentioning

confidence: 99%

“…However, Farkas's (2004) reply to this line of arguing is that perhaps cognitive skills tests are biased toward White culture, but it is White culture within which people earn a living. Thus, although it may be unfair that these tests tap into concepts more familiar in White culture than Black culture, the concepts are nonetheless required for economic success in our society.…”

Section: Test Biasmentioning

confidence: 99%

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Is it Too Late Baby? Pinpointing the Emergence of a Black-White Test Score Gap in Infancy

Rippeyoung

2009

Sociological Perspectives

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Racial inequality in educational and occupational attainment has been shown to be related to racial inequality in test scores and cognitive skills. Most research and policy attention has been given to the ability of schools to equalize test scores. I argue that a major reason why researchers have been unable to explain why schools have not closed the gap is because by the time children begin school it may be too late. Cognitive skills develop from infancy and as such, it should be unsurprising that by the time children are five years old the differences across groups are firmly established. Thus, this research attempts to uncover where the racial test-score gap begins by examining infants.I perform a series of analyses using ordinary least squares regression (OLS) and structural equation modeling (SEM) using the first wave of the Early Childhood Longitudinal Study-Birth cohort (ECLS-B). I utilize the mother's race, rather than the child's race, in the analyses because looking at the mother's race makes the most logical sense since the mother's race is more likely than the child's to determine household income, marital status, mother's education, parenting styles, and so on.

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Section: Why Is This Important?mentioning

confidence: 99%

Section: Why Look At Babies?mentioning

confidence: 99%

Section: Why Look At Babies?mentioning

confidence: 99%

Section: Why Look At Babies?mentioning

confidence: 99%

Section: Test Biasmentioning

confidence: 99%

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Is it Too Late Baby? Pinpointing the Emergence of a Black-White Test Score Gap in Infancy

Rippeyoung

2009

Sociological Perspectives

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How to Teach Fully Illiterate Adults to Read

Kolinsky

Carvalho²,

Leite

et al. 2019

The Wiley Handbook of Adult Literacy

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About 750 million adults (15%) worldwide lack any literacy skills, most because they lack adequate learning opportunities (UNESCO, 2016). In this chapter, we discuss how to teach to read to such people. We first examine scientific evidence suggesting that literacy acquisition does not radically differ as a function of age of acquisition. We then discuss the data relevant for designing effective methods aimed at teaching literacy to fully illiterate adults. We argue that the available adult data confirm those relative to teaching methods and learning processes that have been gathered on literacy acquisition by children. On the basis of those works we propose principles that should underlie any method aiming at rapidly developing basic literacy skills. Lastly, we present evidence (Kolinsky, Leite, Carvalho, Franco, & Morais, submitted) suggesting that implementing these principles does indeed allow teaching illiterate adults to decode words and pseudo-words in a very short period of time.

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Assessing Receptive and Expressive Vocabulary in Child Language

Marchman,

Dale

2017

Research Methods in Psycholinguistics and the Neurobiology of Language

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The detailed age trajectory of oral vocabulary knowledge: differences by class and race

Cited by 352 publications

References 18 publications

Is it Too Late Baby? Pinpointing the Emergence of a Black-White Test Score Gap in Infancy

Is it Too Late Baby? Pinpointing the Emergence of a Black-White Test Score Gap in Infancy

How to Teach Fully Illiterate Adults to Read

Assessing Receptive and Expressive Vocabulary in Child Language

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