Pre-existing Background Knowledge Influences Socioeconomic Differences in Preschoolers' Word Learning and Comprehension
The goal of the current study is to explore the influence of knowledge on socioeconomic discrepancies in word learning and comprehension. After establishing socioeconomic differences in background knowledge (Study 1), the authors presented children with a storybook that incorporates this knowledge (...
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| Veröffentlicht in: | Reading psychology 2015-04, Vol.36 (3), p.203-231 |
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| container_title | Reading psychology |
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| creator | Kaefer, Tanya Neuman, Susan B. Pinkham, Ashley M. |
| description | The goal of the current study is to explore the influence of knowledge on socioeconomic discrepancies in word learning and comprehension. After establishing socioeconomic differences in background knowledge (Study 1), the authors presented children with a storybook that incorporates this knowledge (Study 2). Results indicated that middle-income children learned significantly more words and comprehended the story better than lower-income children. By contrast, Study 3 presented children with a novel category and found that children performed equally in their word learning and comprehension. This suggests that socioeconomic differences in vocabulary and comprehension skills may be partially explained by differences in extant knowledge. |
| doi_str_mv | 10.1080/02702711.2013.843064 |
| format | Article |
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| ispartof | Reading psychology, 2015-04, Vol.36 (3), p.203-231 |
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| language | eng |
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| source | Education Source |
| subjects | Context Effect Familiarity Generalization Inferences Knowledge Level Low Income Groups Middle Class Peabody Picture Vocabulary Test Preschool Children Prior Learning Reading Comprehension Reading Processes Socioeconomic Influences Socioeconomic Status Statistical Analysis Statistical Significance Story Reading Vocabulary Development |
| title | Pre-existing Background Knowledge Influences Socioeconomic Differences in Preschoolers' Word Learning and Comprehension |
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