Susan B. Neuman and Tanya S. Wright (Summer 2014) American Educator, Vol. 38, No. 2, American Federation of Teachers.
From the beginning of schooling, children from various socioeconomic groups differ greatly in their vocabulary knowledge; those from high-income families tend to know many more words than those from low-income ones. Research shows that certain practices for teaching vocabulary — an important building block for learning — such as making connections among words and repeatedly exposing students to content-related words, can accelerate young children's oral vocabulary development, regardless of family income.