If there is no word gap, what in your opinion accounts for the fact that so many children do not achieve functional literacy, struggle with comprehension once learning to decode is replaced with purposeful reading that is necessary in order to access and understand content?
Please do not answer with a meme.
The problem with the Sperry paper is that the authors of that study theorised that overheard language contributes to children's vocabulary acquisition in a meaningful way. Golingkoff et al have demonstrated that the important element in vocabulary development is language directed specifically at children - verbal interaction in a relationship results in the development of a vocabulary foundation that is essential to reading (as opposed to decoding).
Sperry et al did not replicate Hart and Risley in their cohort or methodology.
They counted ambient speech as well as speech specifically directed to the child.
journals.sagepub.com/doi/10.1177/0956797613488145
Abstract
Infants differ substantially in their rates of language growth, and slow growth predicts later academic difficulties. In this study, we explored how the amount of speech directed to infants in Spanish-speaking families low in socioeconomic status influenced the development of children’s skill in real-time language processing and vocabulary learning. All-day recordings of parent-infant interactions at home revealed striking variability among families in how much speech caregivers addressed to their child. Infants who experienced more child-directed speech became more efficient in processing familiar words in real time and had larger expressive vocabularies by the age of 24 months, although speech simply overheard by the child was unrelated to vocabulary outcomes. Mediation analyses showed that the effect of child-directed speech on expressive vocabulary was explained by infants’ language-processing efficiency, which suggests that richer language experience strengthens processing skills that facilitate language growth.
www.ncbi.nlm.nih.gov/pmc/articles/PMC3445663/
Dismisses the possibility of overheard speech contributing to vocabulary development, emphasises the importance of all directed speech, contradicts Sperry.
...not all speech that children hear is equally relevant for word learning, at least in a culture where children are routinely addressed directly.
So Sperry's assertion, based on the existence of overheard speech, that the word gap is far smaller than posited by Hart and Risley, and that overheard speech counts as a foundation builder for vocab, is called into question.
www.ascd.org/publications/books/113040/chapters/What-Does-the-Research-Say-About-Vocabulary%C2%A2.aspx
A general discussion of vocabulary and other deficits that contribute to failure to access the curriculum in school.
An interesting inclusion on vocabulary:
The Three Tiers
In 1985, Beck and McKeown suggested that every literate person has a vocabulary consisting of three levels (Beck, McKeown, & Kucan, 2002). Tier 1 words consist of basic words. These words usually do not have multiple meanings and do not require explicit instruction. Sight words, nouns, verbs, adjectives, and early reading words occur at this level. Examples of Tier 1 words are book, girl, sad, clock, baby, dog, and orange. There are about 8,000 word families in English included in Tier 1. Tier 2 contains high-frequency words that occur across a variety of domains. These words play a large role in the vocabulary of mature language users. As a result, Tier 2 words may have a large impact in the everyday functioning of language. Because of their lack of redundancy in oral language, Tier 2 words present challenges to students who primarily meet them in print. Tier 2 words consist of such words as coincidence, masterpiece, absurd, industrious, and benevolent. Because Tier 2 words play an important role in direct instruction, there are certain characteristics that these words have:
Usually have multiple meanings
Used in a variety of subject areas
Necessary for reading comprehension
Characteristic of a mature language user
Descriptive words that add detail
Tier 3 consists of words whose practical use and frequency is low. These words are domain-specific and are used for brief periods of time when we are studying particular content. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and should be integral to instruction of content. Medical, legal, biology and mathematics terms are all examples of these words. Although useful while covering specific topics, these are too specific to be included in the most useful tier for vocabulary building, Tier 2.