Overview

A wholly practical book that helps speech-language pathologists, educationists and other professionals to understand the growing statistical reality and culture of poverty, and its implications for children’s developing language, and to provide strategies that are most effective in supporting these children and their families.

The author uniquely and specifically addresses the combination of information about the “culture of poverty”; background information on factors impacting low-income children’s language skills; practical strategies for nonbiased assessment of these children’s language skills; practical strategies for intervention with these children; practical strategies for structuring the school environment to be optimal for these children; and practical strategies for working with these children’s families.

Audience

Primary Subject: Speech and Language Pathology / Multicultural Issues
Audience Level: Professional/Textbook - Desk Copy

• Preface
• Acknowledgments
• 1. Introduction to Poverty: Variables Affecting Students’ Performance
  • Introduction
  • Definitions and Demographics of Poverty
  • Physical and Psychological Effects of Poverty
    Prenatal and Birth Issues
    Hunger and Malnutrition
    Overall Brain Development
    Basic Safety Issues
    Access to Health Care
    Environmental Issues
    Hearing and Vision
    Emotional Atmosphere of the Home
    Understanding Children and Families from Backgrounds of Situational and Generational Poverty
  • Conclusions
• 2. Language Skills and Behavioral Characteristics in Children of Families of Low Socioeconomic Status
  • Introduction
  • Factors Affecting and Characteristics of Oral Language Skills of Low-SES Children
    Overview
    The Research of Hart and Risley
    Other Factors Affecting Oral Language Development
  • Factors Affecting and Characteristics of Literacy Skills of Low-SES Children
  • Behavioral Characteristics of Some Children from Low-SES Homes
  • Conclusions
• 3. Considerations in Assessment of the Language Skills of Students from Low-SES Backgrounds
  • Introduction
  • Laws Affecting the Assessment of Children from Low-SES Families for Special Education
  • Preliminary Components of the Assessment Process
    Screening and Response to Intervention
    The Case History
  • The Use of Standardized Tests
    General Considerations in Using Standardized Tests with Students from Low-SES Backgrounds
    Formal Test Assumptions
    Sources of Bias in the Use of Standardized Tests with Culturally and Linguistically Diverse Students from Low-SES Backgrounds
    Modifying Standardized Tests for Use with Students from Low-SES Backgrounds
  • Language Samples
    General Considerations
    Informal Evaluation of Language Use
  • Other Alternatives to Standardized Assessment
    Legal Considerations
    Dynamic Assessment
    Portfolio Assessment
    Assessment of Information Processing Skills
  • Conclusion
• 4. Practical Strategies for Increasing the Oral Language Skills of Children From Low-SES Families
  • Introduction
  • Stimulating Infant Language Development
  • Stimulating Language Development in Toddlers and Preschoolers
    The Importance of High-Quality Preschool Experiences
    The Importance of Appropriate Training for Early Child Care Providers
  • Practical Strategies for Increasing the Language Skills of Toddlers and Preschoolers in Natural Settings
    General Principles of Successful Language
    Stimulation with Young Children
    Specific Incidental Learning/Milieu Teaching Techniques to Encourage Language Development
    Practical Strategies for Teaching Formal Language Register in Naturalistic Settings
  • Increasing the Vocabulary Skills of Children from Low-SES Families
  • Using Contrastive Analysis to Increase Formal Register Language Skills
    Increase Grammatical Language Skills in Formal Register
    Increase Pragmatic Language Skills in Formal Register
  • Conclusions
• 5. Practical Strategies for Increasing the Literacy Skills of Students From Low-SES Backgrounds
  • Introduction
  • Promoting Early Literacy Skills in Children: Practical Strategies
    Optimizing Book Reading Experiences for Young Children
    Increasing Early Preliteracy and Literacy Skills: Evidence-Based Strategies
  • Enhancing Literacy Skills in the Elementary Years and Beyond
  • Providing Assistance for Students from Low-SES Backgrounds with Other Written Language Challenges
  • Conclusions
• 6. Structuring the School Environment for Optimal Performance of Students from Low-SES Backgrounds
  • Introduction
  • Current School Conditions and Attempts at Reform
    Attempts at School Reform
    Current Conditions in Low-SES Schools
    Teacher Preparation and Developing Professionalism
  • Integrating Schools by Students’ Socioeconomic Status
  • Dealing Constructively with Students from the Culture of Resistance
  • School Enhancement: Providing Supportive Programs and Relationships for Students from Low-SES Backgrounds
    Parallel Education Systems
    All Day Kindergartens
    Supporting Early Literacy
    Implementing the Arts
    Providing Supplemental Programs
    Opportunities for Schools to Connect with Community Resources
  • Enhancing Self-Esteem and Motivation: Providing
    Appropriate Learning Incentives for Students from Low-SES Backgrounds
  • Increasing Student Independence, Self-Direction, and Motivation to Succeed
    Basic Principles
    Implementing the Equity Game
  • Conclusions
• 7. Practical Strategies for Enhancing Learning and Increasing Executive Functioning Skills
  • Introduction
  • Enhancing Learning: Optimizing the Environment
  • Practical Strategies for Enhancing Whole-Brain Learning
    Reducing Stress
    Increasing Memory Skills
  • Contextualizing Language for Children from Low-SES Backgrounds
    Children from Low-SES Families and Language Learning in School
    Increasing Contextual Cues to Enhance Learning
  • Increasing Executive Functioning Skills in Students from Low-SES Backgrounds
    Definition and Basic Facts
    Practical Strategies for Increasing the Executive Functioning Skills of Students from Low-SES Backgrounds
  • Conclusions
• 8. Poverty and Special Populations
  • Introduction
  • Special Considerations in Serving Highly Mobile
    Students from Low-SES Backgrounds
  • Considerations in Providing Services for Students from Low-SES, Immigrant/Refugee Backgrounds
  • Serving Gifted Students from Low-SES Backgrounds
  • Conclusions
• 9. Considerations in Working with Families of Students from Low-SES Backgrounds
  • Low-SES Families: Cultural and Social Capital
  • Low-SES, CLD Families: Special Considerations in Service Delivery
    Some General Considerations
    Language and Literacy Practices in CLD Families: Facilitating an Optimal Language Learning Environment for Children
    Facilitating Overall Involvement of Low-SES, CLD Families in Children’s Education
  • Possible Value Conflicts between Low-SES Familie and Middle-SES Professionals
  • Facilitating Foundational Support Services for Low-SES Families: Practical Suggestions
    Supporting Low-SES Families in Meeting Basic Needs
    Supporting Children from Homes Characterized by Abuse or Neglect
    Helping Caregivers Provide a Supportive Home Atmosphere
  • Conclusions
• 10. Some Words of Encouragement
• References
• Index

About The Author

Celeste Roseberry-McKibbin, Ph.D.

Celeste Roseberry-McKibbin, Ph.D., Department of Speech Pathology and Audiology, California State University, Sacramento.

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