Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps.

2012/02/13 by Erika Hoff · 971 citations
Psychology · Social Sciences · #Academic achievement #Developmental psychology #First language #Language Development and Disorders #Language assessment #Language development #Linguistics #Mathematics education #Multilingual Education and Policy #Population #Psychology #Reading and Literacy Development #Socioeconomic status #Sociology #Spoken language

paper · open access · doi:10.1037/a0027238

published in Developmental Psychology 49(1), 4-14 (American Psychological Association)

openalex publication_date 2012/02/13 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/04

Abstract

On average, children from low socioeconomic status (SES) homes and children from homes in which a language other than English is spoken have language development trajectories that are different from those of children from middle-class, monolingual English-speaking homes. Children from low-SES and language minority homes have unique linguistic strengths, but many reach school age with lower levels of English language skill than do middle-class, monolingual children. Because early differences in English oral language skill have consequences for academic achievement, low levels of English language skill constitute a deficit for children about to enter school in the United States. Declaring all developmental trajectories to be equally valid would not change the robust relation between English oral language skills and academic achievement and would not help children with poor English skills to be successful in school. Remedies aimed at supporting the development of the English skills required for academic success need not and should not entail devaluing or diminishing children's other language skills.

Citations

• Sources of variability in children’s language growth
• Exploring Sources of Reading Comprehension Difficulties Among Language Minority Learners and Their Classmates in Early Adolescence
• The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech

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