Publication Date
Spring 2016
Advisor(s) - Committee Chair
Elizabeth Lemerise (Director), Carl Myers, and Diane Lickenbrock
Degree Program
Department of Psychology
Degree Type
Specialist in Education
Abstract
Children from a low socioeconomic status (SES) home environment are typically exposed to less vocabulary during the first few years of life and experience higher rates of poor school readiness, particularly in emergent literacy skills, when compared to middle-class peers (Bowey, 1995; Hart & Risley, 2003; Whitehurst, 1997). Early childhood education programs designed to expose this group to cognitively challenging utterances have found that low SES children tend to make greater gains in vocabulary development compared to middle-class peers (Justice, Meier, & Walpole, 2005).
Disciplines
Child Psychology | Educational Psychology | First and Second Language Acquisition
Recommended Citation
Lipp, Amanda KR, "Improving Head Start Teachers' Concept Development: Long Term Follow-Up of a Training Program and Differences in Program Impact" (2016). Masters Theses & Specialist Projects. Paper 1604.
https://digitalcommons.wku.edu/theses/1604
Included in
Child Psychology Commons, Educational Psychology Commons, First and Second Language Acquisition Commons