The Early Catastrophe. The 30 Million Word Gap.

By B. Hart, T. Risley. 2003

1,012 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/49e8c2d7aea5d84b7a0533b1b509083935f62ccd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

The persistent sampling bias in developmental psychology: A call to action (2017, unknown): “…there has been considerable political agitation and policy implementation aimed at bridging what has been termed the ‘‘word gap”—the disparity in the amount and quality of language that low-income children hear relative to their more affluent peers (Hart & Risley, 1995; Hirsh-Pasek et al., 2015).”
Disparities in early learning and development: Lessons from the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B): (571822009-001) (2009, background): “6 Improve the Quality of Early Care Settings – Research indicates that (1) most infants and toddlers, especially those who are from low-income households, are cared for in home-based settings; and (2) high-quality early care and education has the potential to moderate the effects of demographic risk”
Do Book Giveaway Programs Promote the Home Literacy Environment and Children’s Literacy-Related Behavior and Skills? (2020, background): “A wealth of studies (e.g., Hart & Risley, 2003; Sénéchal & LeFevre, 2002) have revealed the importance of verbal interaction between caregivers and their infants for stimulating language development.”
The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement (2018, background): “…is positively related to many other positive outcomes such as social prestige (Beeghley, 2004), IQ (Tucker-Drob, Rhemtulla, Harden, Turkheimer, & Fask, 2010; Turkheimer, Haley, Waldron, D’onofrio, & Gottesman, 2003), vocabulary development (Hart & Risley, 2003), and health (Adler & Ostrove, 1999).”
A Comparison of Three Methods of Vocabulary Instruction during Read‐Alouds in Kindergarten (2007, background): “Hart and Risley (1995, 2003) estimated that children of parents on welfare know half as many words as children of upper-class families.”
Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language (2009, background): “That is, we do not expect that reading in the classroom can add to the rich home literacy environment that children who are not at risk are likely to experience (e.g., Adams, 1990; Hart & Risley, 2003).”
The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension (2005, background): “…this problem extensively and have identified limited vocabulary as an important factor in the underachievement of children from economically disadvantaged homes (Becker, 1977; Biemiller, 2004; Chall, 1983; Chall, Jacobs, & Baldwin, 1990; Hart & Risley, 1995, 2003; White, Graves, & Slater, 1990).”
Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students (2018, background): “For a variety of reasons including limited word exposure (Hart & Risley, 2003), limited parental spending (Kornrich & Furstenberg, 2013), limited access to learning materials (Mason & McCormick, 1986; Neuman & Celano, 2006; Neuman, Celano, Greco, & Shue, 2001), and limited time for academically…”
Shared Book Reading Interventions With English Learners: A Meta-Analysis (2018, background): “…academic interventions differently than peers from high SES backgrounds, and their performance may be influenced by health disparities (Currie, 2009), low quantity of language input at home (Hart & Risley, 2003), access to resources, and different parenting practices (Esping-Andersen et al., 2012).”
The Effects of Vocabulary Intervention on Young Children’s Word Learning (2010, background): “Extrapolating to the first 4 years of life, Hart and Risley (2003) estimate that the average child from a professional family would be exposed to an accumulated experience of about 42 million words compared to 13 million for the child from a poor family.”
Why poor children are more likely to become poor readers: the early years (2014, background): “Hart and Risley (2003) observed and recorded the verbal interactions between parents and children.”
Exploring relationships between oral reading fluency and reading comprehension amongst English second language readers in South Africa (2016, background): “Oral language skills, including expressive vocabulary knowledge and understanding syntactic and morphological forms, have also been shown to predict early reading (Hart & Risley, 2003; Snow, Burns, & Griffin 1998; Wilsenach, 2015).”
Vocabulary size revisited: the link between vocabulary size and academic achievement (2013, background): “Particularly important is the effect this is believed to have on subsequent school attainment (Biemiller 2001, Hart and Risley, 2003).”
Language intervention research in early childhood care and education: A systematic survey of the literature (2020, background): “…etween children from the most and least advantaged socioeonomic (SES) backgrounds that not only predicted children’s ocabulary at age three (Hart & Risley, 1995, 2003), but predicted ater delayed receptive and expressive language, spelling and readng performance in early elementary school…”
Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis (2017, background): “High SES families are more likely to provide a rich language and literacy environment (Hart & Risley, 2003), have different parenting practices, and direct additional resources to early childhood education, health care, nutrition, and enriching spare-time activities (Esping-Andersen et al., 2012).”