A developmental study of low- and middle-class children's responses to wh-questions

Abstract

Qualitative and developmental differences in low- and middle socioeconomic status (SES) preschoolers' responses to wh-questions were investigated. Sixty low-SES and 60 middle-SES children between the ages 3;6 and 5;2 participated in the study. Findings indicate that the order of acquisition of wh-words was different between low- and middle- SES children relative to the development of why constructs. Low-SES children were also shown to employ a different answering strategy to questions where the answer is not known. Results indicate that among incorrect response patterns for where, when, how, or why questions, significantly more low-SES children responded with what answers. Examination of correct responses revealed that low-SES children gave significantly more responses to where, when, how, and why questions at a level indicating a minimal or restricted understanding of what was being asked.