Disparities in early learning and development: Lessons from the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B): (571822009-001)

By Tamara Halle, Nicole D. Forry, E. Hair, Kate Perper, L. Wandner, J. Wessel, J. Vick. 2009

245 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c92395cd72a0d8ace18d517443bbc19107c8ff21

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In Clinical Psychology

In Education

Citations in the corpus

SES differences in language processing skill and vocabulary are evident at 18 months (2012, unknown): “…findings from new analyses of the ECLS-B data set, which used more global measures to show that reliable differences in cognitive performance between children in lower- and higher-SES families were present by 24 months (Halle et al., 2009; Tucker-Drob, Rhemtulla, Harden, Turkheimer, & Fask, 2011).”
Supermarket Speak: Increasing Talk Among Low-Socioeconomic Status (2015, background): “…high-SES on various measures of language ability are consistently found early in life, with disparities in comprehension evident as early as 9 months (Halle et al., 2009) and in processing and production measures in toddlerhood (Fernald, Marchman, & Weisleder, 2013; see Hoff, 2006 for a review).”
Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps (2012, unknown): “The differences among children in language skills they possess at school entry reflect the cumulative effect of differences in experiences from infancy (Halle et al., 2009; Hoff, 2006; Huttenlocher et al., 2010).”
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content (2020, background): “Children from low-income backgrounds are almost a full year behind at school entry in academic and language skills (Denton Flanagan & McPhee, 2009; Halle et al., 2009)—factors that publicly funded preschool programs were designed to address.”
How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review (2013, methodology): “children will be successful in reading (Halle et al., 2009).”