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ERIC Number: EJ1050199
Record Type: Journal
Publication Date: 2015
Pages: 29
Abstractor: As Provided
ISSN: ISSN-0270-2711
Pre-Existing Background Knowledge Influences Socioeconomic Differences in Preschoolers' Word Learning and Comprehension
Kaefer, Tanya; Neuman, Susan B.; Pinkham, Ashley M.
Reading Psychology, v36 n3 p203-231 2015
The goal of the current study is to explore the influence of knowledge on socioeconomic discrepancies in word learning and comprehension. After establishing socioeconomic differences in background knowledge (Study 1), the authors presented children with a storybook that incorporates this knowledge (Study 2). Results indicated that middle-income children learned significantly more words and comprehended the story better than lower-income children. By contrast, Study 3 presented children with a novel category and found that children performed equally in their word learning and comprehension. This suggests that socioeconomic differences in vocabulary and comprehension skills may be partially explained by differences in extant knowledge.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test
IES Funded: Yes
Grant or Contract Numbers: R305A090013