Bridging the Word Gap Research Network (BWG)

The science is clear: Too many children from low-income families enter school with a serious learning disadvantage that emerges in the first months of life - substantially smaller vocabularies than their middle- and high-income classmates. This difference in child vocabulary size is traced to low exposure to talk in children's home and child care environments. The 'Word Gap' in exposure that many children growing up in poverty experience translates to a deficit in vocabulary growth that grows over time and leads to disparities in academic achievement and later in earnings and family stability in adulthood.

Goals and objectives:

The social imperative is equally clear: We must galvanize efforts to close this gap in experience. The Goal of this project is to create the Bridging the Word Gap Research Network - a collaboration of nationally recognized Word Gap researchers and practitioners. This group will achieve 7 objectives to intensify efforts to close this gap: 1) Develop an interdisciplinary research network to develop and test interventions; 2) Create a national research agenda to advance the science of intervention; 3) Design a multi-level pilot intervention study to kick-start this work; 4) Create a practice-based research collaborative; 5) Disseminate critical information and foster continued education activities; 6) Improve national capacity to carry out this intervention research through development of a data infrastructure and syntheses of measures designs and analytic approaches; and 7) Expand the pipeline of scientists focused on Word Gap research by creating mentorship and other training opportunities for new investigators.

Proposed activities and target populations:

The applicant Juniper Gardens Children's Project (JGCP) is the site of the original Hart & Risley word gap discovery and our local and national network has and will continue to build on their discovery by advancing intervention knowledge and practice. Our proposed interdisciplinary network of scientists all work with low-income families in community-based settings. We propose work to achieve each objective in ways that are scientifically rigorous socially meaningful and related closely to innovations in intervention and policy.

Coordination:

To achieve these ambitious objectives the co-PIs and Leadership Team will direct the overall management of the Network. Each member of the Leadership Team will direct one of 6 workgroups focused on key aspects of the research agenda. A national advisory committee representing key stakeholder groups (including researchers practitioners policymakers and funders) will oversee progress. Coordination Core staff will provide support to the Leadership Team Workgroups and the Practice-Based Research Collaborative.

Products:

Peer-reviewed papers webinars summits and presentations describing evidence-based practices for promoting language development in low-income infants and toddlers; and innovative approaches to engaging high-risk families; cutting-edge research methodologies and approaches for assessing children's vocabulary and monitoring growth will also be generated through this Network.

Evaluation:

We describe explicit criteria for monitoring process and progress on each of 7 objectives of the project. Advisory board members representing key stakeholder groups and an External Reviewer will assess the quality of products generated by the network.

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Kaiser, A.P., Scherer, N.J., Frey, J.R., Roberts, M.Y. The effects of enhanced milieu teaching with phonological emphasis on the speech and language skills of young children with cleft palate: A pilot study. American Journal of Speech-Language Pathology. 2017 26(3):806-18. DOI:10.1044/2016_AJSLP-16-0008 August 2017 10580360 Am J Speech-Language Pathol

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Aravind A, de Villiers J, Pace A, Valentine H, Golinkoff R, Hirsh-Pasek K, Iglesias A, Sweig Wilson M. Fast mapping word meanings across trials: Young children forget all but their first guess. Cognition. 2018;177:177-188. DOI:10.1016/j.cognition.2018.04.008 August 2018 29704856 Cognition

Barnes EM, Dickinson DK. Relationships Among Teachers� Use of Mental State Verbs and Children�s Vocabulary Growth. Early Educ Dev. 2018;29(3):307-323. DOI:https://www.tandfonline.com/doi/pdf/10.1080/10409289.2018.1440844 February 2018 Early Educ Dev

Biglan A, Van Ryzin MJ, Hawkins JD. Evolving a More Nurturing Society to Prevent Adverse Childhood Experiences. Acad Pediatr. 2017 ;17(7S):S150-S157. DOI:10.1016/j.acap.2017.04.002 October 2017 28865649 Acad Pediatr

Cates CB, Weisleder A, Berkule Johnson S, Seery AM, Canfield CF, Huberman H, Dreyer BP, Mendelsohn AL. Enhancing Parent Talk, Reading, and Play in Primary Care: Sustained Impacts of the Video Interaction Project. J Pediatr. 2018;199:49-56.e1. DOI:10.1016/j.jpeds.2018.03.002 August 2018 29703577 J Pediatr

Cabrera NJ, Volling BL, Barr R. Fathers Are Parents, Too! Widening the Lens on Parenting for Children�s Development. Child Dev Perspect. 2018; 12(3). DOI:10.1111/cdep.12275 January 2018 https://www.researchgate.net/publication/322360567_Fathers_Are_Parents_Too_Widening_the_Lens_on_Parenting_for_Children%27s_Development Child Dev Perspect

Chang YC, Shih W, Landa R, Kaiser A, Kasari C. Symbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder. J Autism Dev Disord. 2018;48(5):1436-1445. DOI:10.1007/s10803-017-3388-6 May 2018 29170936 J Autism Dev Disord

Dore R., Shirilla M., Verdine B., Zimmermann L., Golinkoff R., Hirsh-Pasek K. Developer meets developmentalist: improving industry�research partnerships in children�s educational technology. Journal of Children and Media. 2018;12. 1-9. DOI:10.1080/17482798.2018.1450086 March 2018 https://www.researchgate.net/publication/323924592_Developer_meets_developmentalist_improving_industry-research_partnerships_in_children's_educational_technology Journal of Children and Media

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Frey J, Kaiser A, Scherer N. The influences of child speech intelligibility and rate on caregiver responses to toddlers with and without cleft palate. Cleft Palate- Craniofacial J. 2017; 55:276-286. DOI:10.1177/1055665617727000 December 2017 journals.sagepub.com/doi/full/10.1177/1055665617727000 Cleft Palate- Craniofacial J

Graf E, Garofalo L, Hundertmark AC, et al. Using Formative Research to Develop a Hospital-Based Perinatal Public Health Intervention in the United States: The Thirty Million Words Initiative Newborn Parent Education Curriculum. J Early Hear Detect Interv. 2017;2(1):2-11. October 2017 http://tmwcenter.uchicago.edu/wp-content/uploads/2017/10/Formative-Research-for-Parent-Education-Curriculum.pdf J Early Hear Detect Interv

Greenwood C, Beecher C, Atwater J, Petersen S, Schiefelbusch J, Irvin D. An eco-behavioral analysis of child academic engagement: Implications for preschool children not responding to instructional intervention. Topics Early Child Spec Educ. 2017;37(4):219-233. DOI:10.1177/0271121417741968 January 2017 Topics Early Child Spec Educ

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Hadley EB, Dickinson DK. Measuring young children�s word knowledge: A conceptual review. J Early Child Lit. 2018:146879841775371. DOI:10.1177/1468798417753713 January 2018 journals.sagepub.com/doi/pdf/10.1177/1468798417753713 J Early Child Lit

Hiniker, Alexis & Lee, Bongshin & Kientz, Julie & S. Radesky, Jenny. Let's Play!: Digital and Analog Play between Preschoolers and Parents. ResearchGate. 2018;(1)1-13. DOI:10.1145/3173574.3174233 April 2018 https://www.researchgate.net/publication/324663426_Let's_Play_Digital_and_Analog_Play_between_Preschoolers_and_Parents ResearchGate

Hirsh-Pasek K, Golinkoff RM. �Languagizing� their world: Why talking, reading, and singing are so important. Zero Three. 2018;38(3):12-18. January 2018 https://eric.ed.gov/?id=EJ1166842 Jan Zero Three

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