This interdisciplinary team research documents that when specific skills are taught systematically at home and at school, the low-high SES achievement gap shrinks. It provides a “close-up look” at the effects of early intervention and parent training on vocabulary development for the child, which resulted in an intergenerational achievement. The quintessential research goal is to make certain that parents are well equipped to develop their child’s vocabulary; using conversation, literature, environmental print, and a focus on selected proven strategies; that is, concept development, daily and repeated readings, and vocabulary games and activities.

Author's Biographies

Sallie Averitt Miller, Ed.D. serves Columbus State University, College of Education as the Assistant Dean and Professor of Reading. She frequently presents at conferences, conducts workshops, and publishes reading and reading research articles. Dr. Miller is Vice President for the Georgia Reading Association and a board member on the Georgia Reading Consortium. She holds a Doctor of Education degree from Auburn University, Auburn, Alabama; Reading Certification P-12 in Georgia, Level 7.

Sally Sinclair, MA in Speech Pathology, CCC/SLP Certificate of Clinical Competence in Speech- Language Pathology, served Muscogee County School District as the Program Director for the Even Start Program. Recently, Ms. Sinclair accepted the position as Director of Adult Education for Muscogee County School District. She frequently presents at conferences, workshops, and other educational activities.

Catherine Kostolnick serves LaGrange College as the Executive Director for the Center for Community Services. Ms. Kostolnick provided the statistical analyses for this project.

This is an original work


This work has not been previously published


IRB approval verification