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By the time they are three-years-old, children raised in poverty hear 30-million fewer words than their socioeconomically advantaged peers. This word gap predicts later school readiness and sets the stage for achievement gaps that can follow the child through life. Although parent speech has become a subject of increasing study and intervention, less is known about speech in childcare settings. We conducted a longitudinal study in an early-intervention classroom for 2-3-year-olds from low-income, at-risk backgrounds. Using LENA recorders, we examine the relationship between language input from teachers and peers and children’s language skills over one year. All children were below the 30th percentile for expressive vocabulary, and all but one were below the 10th percentile and would be categorized as late talkers (< 25th percentile). Results showed that vocabulary knowledge influences children’s talkativeness in the classroom, and talkativeness and the amount of language they hear positively relates to increases in their language abilities. Our application of automated measurement provides new insight into the dynamics of the classroom language environment and consequences for language development in and at-risk and delayed children. |
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