Podcasts about million word gap

Time Outs: Helpful or harmful? Here's what the research says Pediatricians and researchers commonly recommend that parents use time outs when kids misbehave.  Time outs are promoted as an effective, evidence-based parenting strategy - although the real reason they're so highly recommended is that they cause less damage to children than hitting. But if we're already using respectful/gentle parenting strategies most of the time, could there be any benefit to adding time outs when our children don't comply with more gentle methods? This episode delves into the research on: Which children and families researchers think time outs are effective for (it's not the same group of children who are usually study participants!); The precise time out script that has been shown to be effective (and why it works); Whether time outs harm children or not (this is one of the biggest controversies in the Gentle Parenting world) If you've heard that time out is an effective strategy to gain children's cooperation but weren't sure whether it fits with your Gentle Parenting approach, this episode will help you to decide for yourself whether it's a good fit for you and your family. Other episodes mentioned: Episode 231: How to support baby's development after a Wonder Week Episode 230: Do all babies have Wonder Weeks? Here's what the research says Episode 154: Authoritative is not the best parenting style Episode 148: Is spanking a child really so bad? Episode 072: Is the 30 Million Word Gap Real: Part II Episode 066: Is the 30 Million Word Gap real? Jump to highlights: 00:03 - Introduction 10:23 - Historical context and research on timeouts 17:26 - Critical analysis of timeout research 28:36 - Effective implementation of timeouts 33:59 - Challenges and limitations of timeouts 41:49 - Jen's personal experiences and emotional impact 49:29 - Alternative perspectives and values

Expert strategies for baby's growth and development beyond Wonder Weeks In Part 2 of our Wonder Weeks series, we're exploring how to support your baby's development once a Wonder Week has passed. Is there a predictable schedule to follow, or is your baby's crying tied to something unique? In this episode, we'll dive into: ✨ What research says about crying and developmental stages. ✨ The cultural influences behind parenting decisions and baby care. ✨ Strategies to support your baby through challenging times, Wonder Week or not. ✨ Ways to handle stress and ensure both you and your baby thrive. Whether your baby follows the Wonder Weeks timeline or forges their own path, this episode equips you with the insights and tools you need to nurture their growth. Ready to start your parenting journey with confidence? Click below to explore Right From The Start and prepare for a smoother, more empowered first year with your baby! Book mentioned in this episode: The Wonder Weeks by Dr. Frans  Plooij and Hetty van de Rijt Childhood Unlimited: Parenting Beyond the Gender Bias by Virginia Mendez Mentioned Episodes Episode 230: Do all babies have Wonder Weeks? Here's what the research says Episode 138: Most of What You Know About Attachment is Probably Wrong Episode 72: What is RIE? Episode 084: The science of RIE Episode 173: Why we shouldn't read the Your X-Year-Old child books anymore Episode 137: Psychological Flexibility through ACT with Dr. Diana Hill Episode 075: Should we Go Ahead and Heap Rewards On Our Kid? Episode 066: Is the 30 Million Word Gap real? Episode 072: Is the 30 Million Word Gap Real: Part II Episode 031: Parenting beyond pink and blue Episode 017: Don't bother trying to increase your child's self-esteem Episode 061: Can Growth Mindset live up to the hype? Jump to Highlights

In this episode of the Celebrate Kids podcast, Dr. Kathy explores the crucial role of reading aloud to children and its numerous benefits. She discusses research findings indicating that a significant portion of four-year-olds are not being read to regularly, highlighting the importance of early reading habits. Dr. Kathy emphasizes that reading to children as young as one to two and a half years old can greatly enhance their vocabulary, reading comprehension, and motivation to read. She also shares insights from a study showing that children exposed to at least five books daily enter kindergarten with an impressive 1.4 million words worth of exposure. Tune in for practical tips on how parents can cultivate reading habits that fit into their busy lives and promote a love for reading in their kids.

Teaching Toddlers Right from Wrong. How to PREVENT the “Million-Word Gap.” Read a Book A Day to Your Toddler! On the Parentverse: Sue Atkins in Conversation with Tina Stubbs Author of ‘Life's Little Bugs' picture books that motivate young readers to learn good healthy habits in a positive, fun way.

Welcome to Ready Steady!In this podcast series, kids from the Illawarra come together to share stories and speak to experts about how we all can get more words to little kids. "The 30 Million Word Gap" is a study that showed that the more words we hear when we're very young, the better chance we have at a bright future! That's what this series is all about.  To kick us off, we jump into a conversation with Donna Bartley from ECTARC(Early Childhood Training and Resource Centre) about why we need more words.  Then we dive into a cheeky fictional story- a big sister helps her little sister discover her first word... "Words to Get a Friend". We finish off the episode with Maggie Dent- Australia's beloved parenting author, speaker and podcaster- who gives us an insight into how young brains digest words.  Additional sound effects licensed under CC4.0: Mr_Alden

Episode 76: Diagnostic Decisions, 1 Million Word Gap, Lego Braille, and Free Comic Book Day   Special guest host, the award winner and the only member of XPN to have her name on a shirt from Talking with Tech, Rachel Madel sat down with Michael and Michelle this week.  Michael on a fresh return from a trip to Boston and Matt continues to count down his days till summer break while Rachel preps for a trip to the Grand Canyon.  97% of clinicians allow standardized scores to guide their clinical decisions, but is that the best way to make the decision?  They discuss the role of the “Diagnostic Triangle.”  If you read a child 5 books a day from the day they are born, they will have heard 1.5 Million words by the time their 5.  If you don't read to them, they may be missing over a million words.  Lego is teaching children Braille.  Lastly, this week is Free Comic Book Day (Saturday May 4th).  Summer Loehr from the SLBeeps stops in to discuss the funny books and therapy.  You should be using comic books in your therapy sessions and we will tell you where to get some free books and also why you should buy something else while you are there.         Go Vote: https://www.asha.org/about/governance/election/   Email: speechsciencepodcast@gmail.com Voicemail: (614) 681-1798 Patreon https://www.patreon.com/MWHProduction   Rate and Review: https://itunes.apple.com/us/podcast/speechscience-org-podcast/id1224862476?mt=2&ign-mpt=uo%3D8  ----more---- Show Links Rachel Madel is a Speech-Language Pathologist, autism expert and co-host of the “Talking with Tech” podcast: https://xceptionaled.com/podcasts/talking-with-tech-podcast/ https://www.facebook.com/rachelmadelslp https://www.instagram.com/rachelmadelslp https://www.rachelmadel.com/   Diagnostic Decisions https://jslhr.pubs.asha.org/doi/full/10.1044/2019_LSHSS-18-0044?fbclid=IwAR2TbD-9DcufX8WF1h2JLkQ6OF4ZZtPRjszQ9y9zeAu-_hxb-0zZ8ZT8evw   One Million Word Gap https://news.osu.edu/a-million-word-gap-for-children-who-arent-read-to-at-home/?fbclid=IwAR0JKsG9H0z4x6vL9tH_9w1FO_zsMtVmvSUv3s4uDpp7kx6EQOHVvh5ZalM   https://www.sunnyskyz.com/good-news/3235/This-Principal-Reads-Books-On-Facebook-Every-Week-To-Ensure-Her-Students-Have-A-Bedtime-Story   Braille Books https://www.fastcompany.com/90338345/these-lego-bricks-have-bumps-that-teach-braille   Free Comic Book Day and Therapy https://www.freecomicbookday.com/ https://www.facebook.com/slbeeps/ https://superflycomics.com/ http://cincinnaticomicexpo.com/ https://proliteracy.org/Blogs/Article/385/5-Ways-Comic-Books-Can-Improve-Literacy-Skills       Intro Music: Please Listen Carefully by Jahzzar is licensed under a Attribution-ShareAlike License.   Bump Music: County Fair Rock, copyright of John Deku, at soundcloud.com/dirtdogmusic   Closing Music: Slow Burn by Kevin MacLeod is licensed under a Creative Commons Attribution License.       Speech Science Powered by: You!

This episode revisits the concept of the 30 Million Word Gap concept, which we first covered in an interview with Dr. Doug Sperry (https://yourparentingmojo.com/wordgap/) a few weeks back. After she heard that I was going to talk with Dr. Sperry, Dr. Roberta Golinkoff – with whom we discussed her book Becoming Brilliant (https://yourparentingmojo.com/becomingbrilliant/) almost two years ago now – asked to come back on to present a rebuttal.  We’re going to learn a lot more about the importance of child-directed speech! This episode serves two purposes: it helps us to understand another aspect of the 30 Million Word Gap, and it also demonstrates pretty clearly that scientists – both of whom have the best interests of children at heart – see very different ways of achieving that end. References Adair, J.K., Colegrave, K.S-S, & McManus. M.E. (2017). How the word gap argument negatively impacts young children of Latinx immigrants’ conceptualizations of learning. Harvard Educational Review 87(3), 309-334. Avineri, N., Johnson, E., Brice‐Heath, S., McCarty, T., Ochs, E., Kremer‐Sadlik, T., Blum, S., Zentella, A.C., Rosa, J., Flores, N., Alim, H.S., & Paris, D. (2015). Invited forum: Bridging the “language gap”. Journal of Linguistic Anthropology, 25(1), 66-86. Bassok, D., Latham, S., & Rorem, A. (2016). Is Kindergarten the new first grade? AERA Open 1(4), 1-31. Baugh, J. (2017). Meaning-less difference: Exposing fallacies and flaws in “The Word Gap” hypothesis that conceal a dangerous “language trap” for low-income American families and their children. International Multilingual Research Journal 11(1), 39-51. Brennan, W. (2018, April). Julie Washington’s quest to get schools to respect African American English. The Atlantic. Retrieved from https://www.theatlantic.com/magazine/archive/2018/04/the-code-switcher/554099/ Correa-Chavez, M., & Rogoff, B. (2009). Children’s attention to interactions directed to others: Guatemalan and European American Patterns. Developmental Psychology 45(3), 630-641. Craig, H.K., & Washington, J.A. (2004). Grade-related changes in the production of African American English. Journal of Speech, Language, and Hearing Research 47(2), 450-463. Gee, J.P. (1985). The narrativization of experience in the oral style. Journal of Education 167(1), 9-57 Genishi, C., & Dyson, A. (2009). Children, language, and literacy: Diverse learners in diverse times. New York: Teachers College Press. Golinkoff, R.M., Hoff, E., Rowe, M.L., Tamis-LeMonda, C., & Hirsh-Pasek, K. (in press). Language matters: Denying the existence of the 30 Million Word Gap has serious consequences. Child Development. Lee-James, R., & Washington, J.A. (2018). Language skills of bidialectal and bilingual children: Considering a strengths-based perspective. Topics in Language Disorders 38(1), 5-26. Long, H. (2017, September 15). African Americans are the only U.S. racial group earning less than in 2000. Chicago Tribune. Retrieved from http://www.chicagotribune.com/business/ct-african-americans-income-census-20170918-story.html NAEP (2017). National student group scores and score gaps (Reading). NAEP. Retrieved from: https://www.nationsreportcard.gov/reading_2017/#nation/gaps?grade=4 (https://www.nationsreportcard.gov/reading_2017/#nation/gaps?grade=4) Rogoff, B., Mistry, J., Goncu, A., ,& Mosier, C. (1993). Guided participation in cultural activity by toddlers and caregivers. Monographs of the Society for Research in Child Development Series No. 236, 58(8), v-173. Ward, M.C. (1971). Them children: A study in language learning. New York, NY: Holt, Rinehart & Winston. Washington, J.A., Branum-Martin, L., Sun, C., & Lee-James, R. (2018). The impact of dialect density on the growth of language and reading in African American children. Language, Speech, and Hearing Services in Schools 49, 232-247....

Ify and Turquoise discuss article on why the previous study declaring a 30 million word gap between Black and white children was flawed and should be disregarded, bodies of 100 mostly Black people illegally forced into slavery discovered in Texas, NYC to make calls from Riker's Island free, Birth Right Jerusalem cuts off Americans mid trip who questioned their Palestine representation on a map, Michelle Williams shares mental health journey, Whoopi Goldberg setting Jeanine Pirro straight on The View, NY Times article on why Black women can represent non-Black districts and Ashanti Gholar's work to help them, and more.

Since 1992, the study known as "The 30 Million Word Gap" has, with unusual power, shaped the way educators, parents and policymakers think about educating poor children. NPR education correspondent Anya Kamenetz joins us to talk about what it gets right, and what it misses.

You all know that on the show we pretty much steer clear of the clickbait articles that try to convince you that something is wrong with your child, in favor of getting a balanced view of the overall body of literature on a topic. But every once in a while a study comes along and I think “we really MUST learn more about that, even though it muddies the water a bit and leads us more toward confusion than a clear picture.” This is one of those studies.  We’ll learn about the original Hart & Risley study that identified the “30 Million Word Gap” that so much policy has been based on since then, and what are the holes in that research (e.g. did you know that SIX African American families on welfare in that study are used as proxies for all poor families in the U.S., only 25% of whom are African American?). Then, Dr. Doug Sperry will tell us about his research, which leads him to believe that overheard language can also make a meaningful contribution to children’s vocabulary development. I do want to be 100% clear on one point: Dr. Sperry says very clearly that he believes parents speaking with children is important for their development; just that overheard language can contribute as well. And this is not Dr. Sperry out on his own criticizing research that everyone else agrees with: if you’re interested, there are a host of other issues listed here (http://www.idra.org/resource-center/differences-as-deficiencies/) . The overarching problem, of course, is that our school system is so inflexible that linguistic skills – even really incredible ones of the type we discussed in our recent episode on storytelling (https://yourparentingmojo.com/storytelling/) – have no place in the classroom if they don’t mesh with the way that White, middle-class families (and, by extension, teachers and students) communicate. But that will have to be an episode for another day. References Adair, J. K., Colegrove, K. S-S., & McManus, M. E. (2017).  How the word gap argument negatively impacts young children of Latinx Immigrants’ conceptualizations of learning. Harvard Educational Review, 87(3), 309-334. Akhtar, N., & Gernsbacher, M.A. (2007). Joint attention and vocabulary development: A critical look. Language and Linguistic Compass 1(3), 195-207. Callanan, M., & Waxman, S. (2013). Commentary on special section: Deficit or difference? Interpreting diverse developmental paths. Developmental Psychology 49(1), 80-83. Dennett, D. (1995). Darwin’s dangerous idea: Evolution and the meaning of life. New York, NY: Touchstone. Dudley-Marling, C., & Lucas, K. (2009). Pathologizing the language and culture of poor children. Language Arts 86(5), 362-370. Gee, J.P. (1985). The narrativization of experience in the oral style. Journal of Education 167(1), 9-57. Genishi, C., & Dyson, A. H. (2009).  Children, language, and literacy: Diverse learners in diverse times.  New York, NY: Teachers College Press. Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology 49(1), 4-14. Johnson, E.J. (2015). Debunking the “language gap.” Journal for Multicultural Education 9(1), 42-50. Miller, P.J., & Sperry, D.E. (2012). Déjà vu: The continuing misrecognition of low-income children’s verbal abilities. In S.T. Fiske & H.R. Markus (Eds.), Facing social class: How societal rank influences interaction (pp.109-130). New York, NY: Russell Sage Foundation. Sperry, D.E., Sperry, L.L., & Miller, P.J. (2018). Reexamining the verbal environments of children from different socioeconomic backgrounds. Child Development (Early online publication).  Full article available at:...

Language skills are essential to academic learning, positive relationships and clear thinking. Parents have a crucial role in promoting language development in children through simple, everyday interactions from infancy to adulthood, whether or not English is the primary language at home and whether or not a child is bilingual.   Dr. Maria Sera, who has spent her adult life studying language development in children at the U of M’s Institute of Child Development, brings research-based information to help you provide the solid language foundation your child needs.   What do you think was the most important message or tip Dr. Sera provided? What did you hear that surprised you in the discussion of language development in children?   For the U of M’s College of Education and Human Development, click here. For Dr. Sera’s Language and Cognitive Development Laboratory, click here. For Colorín Colorado resources (a website for English language learners), click here. For OneAmerica's resources for parents speaking their home language with their children, click here. For more about The 30 Million Word Gap, click here. For Patricia Kuhl's TED talk on The linguistic genius of babies, click here. For an Early Language Development tip sheet, click here. For a Supporting Second Language Development tip sheet, click here.