Meaningful Differences in the Everyday Experience of Young American Children | 
| Authors: Todd R. Risley, Betty Hart
Publisher: Paul H Brookes Pub Co
Category: Book
List Price: $34.95
Buy New: $21.92
You Save: $13.03 (37%)
New (26) Used (18) from $15.94
Avg. Customer Rating:  5 reviews
Sales Rank: 75268
Media: Hardcover
Edition: 1
Number Of Items: 1
Pages: 304
Shipping Weight (lbs): 1.2
Dimensions (in): 9 x 5.9 x 0.7
ISBN: 1557661979
Dewey Decimal Number: 401.93
EAN: 9781557661975
ASIN: 1557661979
Publication Date: July 3, 1995
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Product Description
This monumental book traces the complex issues involved with the intergenerational transmission of competence and unveils some astonishing predictors found in the simple interactions between parents and their 1- and 2-year-old children. Meticulously recorded data, presented in detective-like style that grabs each and every reader, provide the scientific evidence underlying an alarming gap between the vocabularies of children from educated, advantaged families and children from families of low socioeconomic status -a gap that translates into widely different academic and intellectual performances as the children grow. As its many endorsers attest, this book is an absolute requisite for professionals in psychology, child and social development, speech and language, education, and early intervention, as well as critical reading for concerned families and the nation's policy makers.
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| Customer Reviews:
 Superb Insight Into The Differences In Language In SES Homes April 14, 2007
Here's some not-so-new news: Poor and rich families talk to their kids differently which may result in why the later group does better academically than the former.
Hart and Risley's book thoroughly investigates what is said in poverty, low SES, professional, and elite families over 10 years (both data compilation and analysis). Most interestingly is the nature of the TYPES of utterances said. The prevalence of directive (i.e. giving orders or chastizement over misbehaviors) dialogue increases as the SES of a family decreases. On the other hand, the prevalence of conversational (i.e. exploration, discussing about things, and problem solving dialogue) talk increases as the SES increases and decreases as SES decreases.
As an early childhood professional, I think it speaks volumes to experts in emergent literacy and parent education. Parents MUST talk to their children as intelligent adults would talk to them--not as babies or in a condescending way--if they are to promote optimal language, literacy, and communication proficiency for later life.
 Easy to understand research February 22, 2007
3 out of 3 found this review helpful
I bought this book by mistake, as it was removed from the required textbook list for a class I registered for. In spite of not being needed for the class, I still read it. I enjoyed the level of detail and the identification of control measures for minimizing observer bias. The research and conclusions are very helpful to anyone who works in the early childhood development arena.
 too academic July 28, 2006
3 out of 5 found this review helpful
This is an academic study, presented in a scholarly manner. While it is very good, it will only hold the interest of those who want to read scholarly jargon.
Of critical importance to parents, policy makerers, and edu April 4, 1998
24 out of 25 found this review helpful
Hart and Risley have created an easy to read volume that speaks readily to parents, policy makers and educators. This book is a must for anyone who truly wants to understand the relationship between the way we interact with children and the evolution of their intellectual development. If you are interested in poverty prevention, early literacy intervention or the impact of family based literacy on childrens' academic success, you will be inspired by the work of Hart Risley.
Serious implications for early child intervention efforts March 27, 1997
16 out of 18 found this review helpful
This book is one of the by-products of one of the most dedicated efforts to understand variances in the development of language. One of the reviewers of the book states that the work "...is a detective story of the most serious academic kind." Yet the book is written in a manner that would allow it to be required reading for "Parenting 102" if not "Parenting 101". The implications for parenting and public policy are profound
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