The 30 Million Word Gap
Betty Hart PhD and Todd
Risley PhD discovered that children from the homes of socio-economically
disadvantaged parents heard, on average, 30 million fewer uses of language than their middle class and upper middle
class peers by the time they were three.
They called this
discrepancy the 30 Million Word gap.
This lack meant that the brain did not develop a complex enough
understanding of language and a hidden ceiling was created in the brain. As the children got older and began facing
more complicated literature it was discovered that they could not cope with it
well.
The results were as
follows…..
A lack of being able to
synthesize complex language
A lack of being able to
comprehend complex literature
A lack of being able to
comprehend technical information
The gap continues to widen
and there is no way to actually catch up.
They did note that you
could force language acquisition by doing ‘role play’ activities like the bank
game, but the amount of work it would take to get people to incorporate all the
language they needed that way would be impossible.
Likewise it would be
impossible after the age of three to use all the ‘proper kinds’ of interactive
language with kids to have them catch up to their peers.
Keep in mind they were
working with a limited number of families and though they could extrapolate
their results and chart their predictions and those predictions were born out,
they do not claim to have all the answers for populations they did not study
such as rural populations or Non-English speaking people.
They were discouraged that
this gap could ever be closed because of the amount of work that would be
needed at the beginning of a person’s life.
It is much too expensive. They say
the technology exists to target this generation of children if someone was
willing to fund it.
Storytelling
Connection
Hart and Risley noted that
when they used the interactive play model, children were able to synthesize the
language.
Storytelling creates a
contextual link for language along the lines of the bank game. Children can learn all sorts of things if you
put them into a story. Just as they took
on characters in the bank game and went through the motions of being in the
bank, so to do stories allow children to imagine and live in characters.
Little children like to
hear the same stories over and over again and many times they will act them out
as you tell them or take on their favorite parts.
Storytelling increases
their exposure to language, helps them examine social interactions between
people and engages their imagination.
Children will retell a story that they like and if they like it enough,
they can easily be encouraged to act it out and many times will do that without
prompting.
Children want to be the
witch or the dragon or the prince or princess.
All of this contributes to imaginative play with is a very big piece in
the race to help children acquire language skills on their way to becoming
literate.
Andrew Biemiller does not
agree that significant intervention cannot occur after the age of three. He says that it is possible to overcome the
language discrepancy, but our current system of education is not set up to deal
with it.
We teach children using
basic words and concepts until the fourth grade and then we expect kids to jump
into complex concepts and language.
Without proper preparation children hit a kind of ceiling in fourth
grade with has been called the fourth grade slump. Many of them have a hard time catching up.
We need to spend time
infusing our curriculum with language from the beginning to get kids acclimated
to more complex language.
He also noted that children
learn language by watching our faces and looking at our body language until the
time they hit puberty. They are watching
for cues to tell them how words and phrases are used.
Biemiller believes in the
theory that students do not reach proficiency with writing as well as they read
and speak until about the seventh grade or puberty. After puberty, a student’s brain integrates
all of these functions.
Storytelling
Connection
Storytelling allows the
instructor to use all sorts of complex language. The words, when heard in context allow the
child or early adult to not only hear the words, but also get an understanding
of how the words can be used.
Because people continue
learning by looking at faces and bodies, telling stories where you have them
staring at your face as you talk actually improves their ability to assimilate
the words you are using. They will have
more ability to absorb language from watching you than they will from reading
it in the text book or looking at pictures.
The introduction of
storytelling at all grade levels allows you to use language the children may
not have in their vocabularies. Using
words they do know around words they do not know is a way to help their brains
learn how to use context. If they get
used to listening to the surrounding material to help them figure out what a
word is, when they finally get into reading, they will have developed the skill
of using the context of the material to help them figure out meaning.
Reading books to children
they cannot read themselves is an important part of creating literate children,
but telling them stories using language they are only vaguely familiar with
also helps them as they read the teller for cues both contextually and
physically.
E. D. Hirsh Jr. Postulates this theory
The Three Types of Language
Needed to Master the Skill of Reading
1) Aural – Language you hear but don’t use
2) Oral – Language you use
3) Experiential – Language you figure out by context or
past experiences
1) Aural
Language
Aural Language is the
language you hear but don’t necessarily use.
Most people know that the word octogenarian means someone who is eighty
years old, but it is not a word we use in conversation. In writing, however, authors may use a word
like this on paper. If you have never
heard it nor seen it, this word will stop reading in its tracks.
Most children have heard words they do not use. That’s fine they need to hear them even if
they can’t use them as of yet.
The word bitter is an example of this.
2) Oral
Language
Oral Language is the language that you pull out for everyday
use. For instance, you don’t tend to use
the word forlorn in everyday conversation.
You might say someone was extremely upset or sad. The word forlorn is not part of most people’s
oral language.
A word that is not part of your aural language cannot be
part of your oral language.
3) Experiential
Language
Experiential language is the ability to extrapolate the
meaning out of a word based on past experiences with the word. An example would be the word bitter. Most children do not use the word bitter as
part of their oral language, though it is stored in their aural language. If they are reading and they get to a
sentence like this:
The
old man was bitter.
They must use their knowledge of the word and try to make
out what is meant. It is obvious that
someone didn’t go up to the old man and lick him, so what can bitter mean in
this sentence?
No word that is not part of
your aural language can be part of your experiential language.
Comprehension
Comprehension occurs when a
person is able to do several things simultaneously.
First, the brain takes in
the way the text is presented and if a structure exists upon which to ‘hang’
the literature, it is activated. In
other words, what kind of text is this?
What can I expect? Then, as the
information is fed into the brain, the steps are as follows:
A-They read a sentence and
make an image in their mind.
B-The next sentence might
confirm their image or not. They must
decide if they are on the right track.
They either add to the image or they must construct a new image. Meanwhile, they predict what they expect to
happen next.
C-The next sentence either
enhances their image or shifts it. The
reader strengthens their image and predicts what’s going to happen next. Meanwhile the reader is still keeping all the
information that has been given so far in their brain.
This is the process of
comprehension. If a person does not
comprehend, it means one or more of these processes does not function.
When you teach someone how
to comprehend, you must focus on all of these elements.
There are many different
ways to approach teaching people to comprehend and there are lots of great
books about it. They are primarily books
about teaching struggling readers.
All of the strategies are
about helping children and young adults break down the elements of
comprehension and walk through them one at a time until their brains learn to
do it automatically.
Storytelling Connection
This is the obvious
one. Listening to stories makes a child
or adult’s brain go through the motions of comprehension automatically. A person who is listening to a story doesn’t
have any other stimulus other than the teller’s face and voice.
The process of going
through the words and predicting is something that their brains learn through
lots and lots of repetition of telling stories.
Traditional tales help the
brain learn how to process literature.
3 little pigs
3 bears
Children learn the rhythms
of the story and their brains learn what to expect. When they begin to read stories like this,
they know what is going to happen. They
have a ‘framework’ around which to hang the story.
Early stories for children
employ a lot of repetitive language with only a few changes each time.
I.e. The Squeaky Door,
Epaminandus, Sody Saluradus
Repetition of the framework
helps the burgeoning reader learn the shape and structure of a story. Longer stories help them organize more
information.
Readers who are ready for
more complex idea storage can handle stories with more interesting and diverse
characters and they should be able to keep more plot elements in their brains
at one time.
Older readers can follow a
large number of ideas and you don’t need any repetition at all.
Even though this is a good
way to look at stories, it doesn’t mean older students don’t like stories with
repetition.
Telling to students of all
ages and grades is a good way to continually reinforce the structure of
stories, and it helps when they encounter material in print. Their brains have a way of approaching the
text.
Storytelling is amazing
practice for the brain in helping a student learn the process of comprehension.
Storytelling clubs are also
great for this.
Quick Recap
-Aural
Language—Storytelling allows for the child to hear the language and store the
words in the aural language.
-Rhythms
of Language—Children learn language by listening to others and watching their
bodies. Learning the rhythm of language
helps when reading. Dr. Seuss is a
master of rhythm. I also encourage
‘presenting’ poetry out loud to kids.
-Contextual
Language—Stories help a child figure out that you can use the words you know to
figure out the words you don’t know; a key skill in reading.
-Imagination
Building—Storytelling propels the imagination forward because the listener is
‘forced’ to use their own images as they listen to the story.
-Vocabulary
Building—Using dynamic language in a story helps children get used to complex
language and it is much less threatening when they encounter it in a book.
-Learning
Through Fun—Entertainment and play are the most effective ways to teach people
just about anything. If it isn’t fun,
most people don’t enjoy doing it.
Storytelling makes books and literature fun.
-Experiential
Language—Students can learn about other places, animals, people, cultures and
customs by listening to stories. It will
help them put their reading into context.
Stories are a great way to meet people and find out more about them.
-Building
Oral Language—Having students tell as well is a way of forcing them to find
interesting language and use different ways to describe things. Increasing the amount of language a person is
used to using expands the accessibility of literature because the person will
have more familiarity with the language.
-It
Helps Build Focus—Students will sit and listen to a story for a very, very long
time if they are entertained. Helping
them build the same kind of imaginative and comprehensive skills when they are
reading as when they are writing is a key in getting them to want to sit and
read.
-Teaches
the process of Comprehension—It encourages the brain to constantly consider the
material and revise as well as predict.
Young
children have a hard time with this since they live in the moment, but by second
grade, students should be honing this skill.
Meaningful
Differences in the Everyday Experiences of Young Children. Hart, Betty PhD & Risley Todd R.
PhD. Paul H Brookes Publishing Co.
inc. (latest reprint 2000)
Reading Research to Practice: A Series for Teachers. Biemiller, Andrew PhD. Brookline Books. 1999
The Schools We Need: Why We Don’t Have Them. Hirsch, E D Jr. PhD. Doubleday.
1996
Mosaic of Thought:
Teaching Comprehension in a Reader’s Workshop. Zimmerman, Susan, Keene, Ellin Oliver. Heinemann Publishers. 1997
Strategies that work:
Teaching Comprehension to Enhance Understanding. Harvey, Stephanie. Goudvis, Anne. Stenhouse Publishers. 2000.
Multicultural folktales in the classroom
The Shortest Distance Between
Two People is a Story
Presented by Carrie Sue Ayvar and Donna Washington
The tales we share create a
sabroso -delicious- stew that bring us all to
the table to celebrate each
unique flavor.
Stories are an integral part of all cultures.
Throughout time, societies all over the world have told stories as a way of
passing on their beliefs, traditions, and history. Stories tell of our customs,
our geography, even of the foods we eat. Listening to folk and fairy tales helps
develop cultural sensitivity, awareness, and appreciation of our own as well as
other ethnicities. This can be the basis for better communication and
understanding of the rich variety of ideas, religions and languages that are
different from one's own.
Stories have clues or
markers that color them and inform us about the peoples that created them.
These include:
Place
– village, jungle, marketplace, palace, city, etc.
Time
– Christmas, Day of the Dead, harvest festival, etc.
Food – tortillas,
rice cakes, tropical fruits, poi, kimchi, etc.
Characters –
Rabbi, coyote, lion, king, Sultan, Emir, etc.
Messages – values
and beliefs that are part of the cultural viewpoint.
How
to pick a good multicultural tale
Find a story that is right for
you, one that sparks your imagination. Read or listen to several versions, if
you can. It should be a story that you really like and fits your own style.
Look for a narrative that isn’t
so steeped in its own culture that someone from outside of it won’t be able to
follow the story.
Try to find a tale that allows
you to talk about the culture including, of course, cultural markers, but not
one that requires a huge amount of explanation.
A story with familiar ties to your own culture can anchor
the story and help you present it with a sense of ownership.
Find the "heart" of
the story. Decide what is the most important part and what it means to you.
Identify the essence of the story for yourself.
Tips for presenting tales
Outline it. Map it either
pictorially or verbally. What comes first, second or third. Beginning, middle and end.
Visualize it. See the
story clearly in your mind. Then the listener will too. Keep in mind such
things as the main character, setting, time, other characters, mood, and
emotions.
Memorize only important
phrases or rhymes. Use your own
words, your own rhythm, and your own manner.
Think about how you want to introduce or present the
story. Think about place & time
including where, when and in what context. Is there some personal experience
that you could use to identify with this culture? How can you use this experience to bring life
to your telling?
Use your voice to color
the story. Fill it with expression. Think of what mood or tone you want to
convey. Vary the tempo, the speed at which you speak and your volume. Remember
the no in monotone!
Pauses - Use them! Ponder the power
of pauses. A story is more than just individual words. It is a sum of all
it's parts. Don’t be afraid to take a breath… and pause for effect.
Utilize gestures and movement
to help communicate what your words are saying. Be aware of eye contact,
posture, “body talk”.
When using dialects and
accents, make sure you are being respectful. When in doubt, don’t!
Costuming can add but can also easily distract. Make sure
that whatever props or costuming you introduce is not distracting. Find
words to paint the scene and bring it to life.
Using storytelling as a multicultural bridge
Stories become bridges when they allow you to look at
another culture and see the similarities as well as understand the
differences. Our differences are often
huge, but our basic human needs are the same.
Cultural differences are the result of different groups addressing the
same human foibles. Letting this human
sameness be the basis for stories is usually a good start. Folktales are often
beliefs in action. Learn about the background and try to understand the story
from its cultural perspective. Be
careful as you choose stories for sometimes they are not about what they appear
to be at first.
Resources - a
sampling of multicultural storytelling resources. An excellent source for
cross- cultural folktales is, of course, section 398.2 of your local library.
A
Pride of African Tales by Donna Washington. HarperCollins 2004
Earth
Care: World Folktales to Talk About by Margaret Read MacDonald. Linnet
Books, 1999
Wonder Tales from Around the World by Heather Forest. August House, 1995
Favorite
Folktales from Around the World edited by Jane Yolen. Pantheon, 1986
More
Ready-To-Tell Tales from Around the World Edited by David Holt and Bill
Mooney, August House, 2000
Jewish
Stories One Generation Tells Another retold by Peninnah Schram. Jason
Aronson Inc., 1987
Keepers
of the Earth by Michael J. Caduto and Joe Bruchac. Fulcrum, Inc. 1988
Multicultural
Folktales: Stories to Tell Young Children by Judy Sierra & Robert
Kaminski. Oryx Press, 1991
Thirty-Three
Multicultural Tales to Tell by Pleasant DeSpain. August House
How
Many Spots Does A Leopard Have? And Other Tales by Julius Lester. Scholastic
Inc., 1989
Momentos
Mágicos/Magic
Moments by Olga Loya. August House, 1997
Posted with the kind permission of Janice Del Negro
