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Infants, words and income

from Language Magazine

Fifty years of research have revealed the sad truth that the children of lower-income, less-educated parents typically enter school with poorer language skills than their more privileged counterparts. By some measures, five-year-old children of lower socioeconomic status score more than two years behind on standardized language development tests by the time they enter school. Stanford researchers have now found that these socioeconomic status differences begin to emerge much earlier in life: by 18 months of age, toddlers from disadvantaged families are already several months behind more advantaged children in language proficiency. more


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