Ben Kutz

EDFD 461 Social Class Research Report

Section 2 – Vocabulary

Bergland, Christopher. Tackling the "Vocabulary Gap" Between Rich and Poor Children,

Psychology Today, 14 Feb. 2014, https://www.psychologytoday.com/us/blog/the-

athletes-way/201402/tackling-the-vocabulary-gap-between-rich-and-poor-children.

Christopher Bergland is a retired endurance athlete who is now a writer and public health

advocate. He holds a world record for treadmill running - over 153 miles in 24 hours. His most

famous book, The Athlete’s Way, focuses on how to train to experience the joy of exercise. He

is mostly known for his athletic achievements but also has been publishing articles with

Psychology Today for close to ten years.

Bergland explained how the word gap is usually formed before the age of two and that by

the age of three, students from lower-income families will have heard 30 million fewer words

than more privileged counterparts. He also gives information on how to close this gap.

Jensen’s argument stated that lower-class students know one-fourth of the number of

words as higher-class families by the age of 4. This language difference is huge and mind-

boggling. Words are especially important for young students because they help them in

learning, memory, and cognition. Kids from low-income families are less likely to understand

certain words that teachers use in class. When students aren’t familiar with certain words, they

are discouraged and don’t want to risk looking like they don’t belong in front of the class.
Teachers can incorporate vocabulary exercises that take place between students for a

continued decrease in the vocabulary gap. “Kids from low-income families are less likely to

know the words a teacher uses in class or the words that appear in reading material. When

children aren't familiar with words, they don't want to read, often tune out, or feel like school is

not for them.” (Jensen, pg. 2)

In his article “Tackling the "Vocabulary Gap Between Rich and Poor Children,” Chris

Bergland explains the most recent research concerning the vocabulary gap and gives resources

for those who want to have their child’s vocabulary gap shrunk. According to Anne Fernald, a

psychology professor from Stanford University, 5-year-old children of lower socioeconomic

status score 2 years behind on standardized development tests by the time they enter school.

Bergland pointed out how the two main reasons that explain this gap are parenting styles and

learning environments. Research shows how parents with low incomes underestimate how

much impact they can have on their children’s learning and development by up to 50 percent.

It's important to have parents realize the significance of the vocabulary gap early on because

the gap is usually established before the age of 2. “Unfortunately, inequities that present

themselves in early life can create a ripple effect throughout a person's life.” (Bergland) This

quote from Bergland shows the importance of the vocabulary gap and why it is a necessity to

address it.

Dana Suskind, a professor at Chicago University, is the founder and director of the 30

million words initiative. This program helps parents create a better home learning environment

to enhance their ability to learn. Suskind’s plan to expand children’s vocabulary is based on the
3 T’s. The first T stands for “Tune in” by observing what your child is focused on or trying to tell

you. Second, “Talk more” with your child using different descriptive words to build their

vocabulary. Lastly “Take turns” with your child by engaging in their conversation and tracking

their progress.

Both Jensen and Bergland pointed out how the vocabulary gap is created at a very early

age. Jensen pointed out differences at the age of 4 and Bergland at 5. Both authors referenced

low-income parents as the cause of this gap, they identified different strategies for shrinking it.

Bergland used Professor Suskind’s 3 T’s method while Jensen referenced how teachers can help

shrink the vocabulary gap with the help of students who have a wider vocabulary.