The Communicative Environment of Young Children: Social Class, Ethnic, and Situational Differences. Technical Report No. 125.

The research reported here focuses on one aspect of the communicenvironment, namely vocabulary. The central question motivating this ch was: Are there social class and ethnic group differences in the vocabulary used In the home and in the school situation? A corpus of talk was searched for the use of words from our standardized Intelligence tests: (a) The Stanford-Binet; (b) The WISC-R; (c) The WPPSI; and (d) The Peabody. The number of different words that speakers used in the home and in the school situations was the dependent variable. Thi ty -s children ages 4i to 5 and their teachers and parents were the subjects. Race and social class were the independent variables. Our results show that the school communicative environments of children from different social class and ethnic backgrounds did not differ in any significant way. The home communicative environments did differ along social class lines. Communicative Environment

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