The conversations in poor families tended to be more perfunctory—“don’t do that, come here, put on your coat”—while in middle-class families they were richer, more discursive, and exploratory, employing a dramatically larger number of words. The result: The poor children in the study, published in 1995, had little more than a quarter of the vocabulary of the middle-class kids by the time they got to public school, and they arrived at kindergarten far behind and far less ready to learn. Most significantly, many of these kids never caught up: It was game over by kindergarten, just because they
...more
