Friday, 14 February 2014
Columbus KL (Hyatt Regency Chicago)
Low-SES and language minority children often enter school with less developed language skills than middle-class peers, in part due to differences in the amount and nature of their early language experience at home. Such differences are a major contributor to the low level of academic achievement in U.S. schools by children from disadvantaged families. Efforts should be directed toward implementing interventions to remedy those deficits to help all children reach their maximum potential.