Gifted Issues Discussion homepage Forums General Discussion Quality of words crucial to language skills

It has been nearly 20 years since a landmark education study found that by age 3, children from low-income families have heard 30 million fewer words than more affluent children, putting them at an educational disadvantage before they even began school. The findings led to increased calls for publicly funded prekindergarten programs and dozens of campaigns urging parents to get chatty with their children.

Now, a growing body of research is challenging the notion that merely exposing poor children to more language is enough to overcome the deficits they face. The quality of the communication between children and their parents and caregivers, the researchers say, is of much greater importance than the number of words a child hears.

A study presented on Thursday at a White House conference on “bridging the word gap” found that among 2-year-olds from low-income families, quality interactions involving words — the use of shared symbols (“Look, a dog!”); rituals (“Want a bottle after your bath?”); and conversational fluency (“Yes, that is a bus!”) — were a far better predictor of language skills at age 3 than any other factor, including the quantity of words a child heard.

Yes, but the quality of conversation between parent and child depends on the IQs of the parent and child. The reporter and the authors of the study don't consider that.

Because it's not worth considering. It doesn't take much life experience to be familiar with the phenomenon of educated adults suddenly and apparently shedding 30 IQ points when interacting with an infant or toddler.

Quality of Words, Not Quantity, Is Crucial to Language Skills, Study Finds
By DOUGLAS QUENQUA
New York Times
October 16, 2014