Erika Hoff
Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps.
Florida Atlantic University
average children low socioeconomic status ses homes children homes language english spoken language development trajectories different children middleclass monolingual englishspeaking homes children lowses language minority homes unique linguistic strengths many reach school age lower levels english language skill middleclass monolingual children early differences english oral language skill consequences academic achievement low levels english language skill constitute deficit children enter school united states declaring developmental trajectories equally valid would change robust relation english oral language skills academic achievement would help children poor english skills successful school remedies aimed supporting development english skills required academic success need entail devaluing diminishing childrens language skills