Language Development in Poor Children

Poverty and Language

In 1995, Hart and Risley, authors of "Meaningful Differences in the Everyday Experience of Young American Children," presented a widely-read study that found a relationship between growing up in poverty and poorer language skills. Poor children knew fewer words, took longer to develop a vocabulary and got fewer chances to use and practice language with the people in their lives. Following these children over time, they learned that a child's use of words at age three predicted how well she would use language at ages nine and 10. Children of low income and minority homes start school with an average IQ eight points lower than middle-class children.

Storytelling develops children's languagereading with mum image by Renata Osinska from Fotolia.com

Children whose parents responded to them and gave them feedback did better in school settings than children with parents who ignored or neglected them. Helpful parents also emphasized language and language development in relating to their children. Parents living in poverty have to struggle just to provide housing, food, clothing and transportation. Some poor parents work more than one job and are exhausted when they get home. Poverty-challenged parents are likely to provide fewer books, magazines and reading materials in their homes. They are less likely to read to their children and play word games.

Stimulating developmental toychild playing image by Christopher Hall from Fotolia.com

Many communities offer first-time parents a "visitor" to come into their home regularly to support them in their challenging new role. These nurses, teachers or child-development specialists bring age-appropriate toys and developmental activities. They join the child on the floor and encourage the parents to do the same. They ask the parents how things are going and if there are any issues or problems they want to discuss. Visitors notice the baby's developmental milestones and discuss them with the parents. They demonstrate ways to play with baby and introduce ways to support the baby in his learning.

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Children benefit from programs like Head Start and Early Head Start. Research has demonstrated that children in Head Start close the gap in language development and have language skills more consistent with higher-income children when they start school. That's just the beginning; the parents also develop better skills when attending parenting classes and support groups. As they experience support for themselves, they are more able to provide support for their children. Parents in Head Start are more likely to read to their children.

Sesame Street is a program developed to provide children in impoverished environments a fun and engaging way to develop language skills. When they are familiar with the same things as their peers, they will do better in school