Early Word-Learning Skills as a Mediator Between Socioeconomic Status and Vocabulary

• In Event: Marriott Roundtable Session 33
  In Roundtable Session: Academic Language, Vocabulary Growth, and Early Word Learning

Abstract

Early communicative experiences associated with socioeconomic status have been repeatedly implicated in children’s vocabulary acquisition. We know little, however, about how children’s word-learning skills might interface with this well-established relationship. To investigate, we recruited 205 2.5- to 3.5-year old children from widely varying socioeconomic backgrounds and tested them on a broad range of word-learning skills that tapped their ability to resolve cases of ambiguous reference, as well as to extend words appropriately beyond their initially labeled targets. Results confirm word-learning skill as a mediator of the relationship between SES and vocabulary. Not only does this finding help to adjudicate between theoretical models of social disparities in vocabulary, but it suggests an innovative approach to early intervention.

Authors

• Amy Booth, Vanderbilt University

• Margaret Shavlik, Vanderbilt University