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.
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Miller, S. A., Sinclair, S., & Kostolnick, C. (2007). The Effects of Early Intervention and Parent Training on Vocabulary Development for the At-Risk Preschool Child. Perspectives In Learning, 8 (2). Retrieved from https://csuepress.columbusstate.edu/pil/vol8/iss2/4