The Impact of SES on Language Domain in Kindergartners’ Quick Interactive Language Screener (QUILS) Performance

Abstract

To explore the relationship between socioeconomic status (SES) and language domain (vocabulary, syntax, process), the QUILS was administered to 212 kindergartners. Children from very-high poverty schools performed significantly below children from high poverty and mid-low poverty schools. SES impacts language-learning processes (i.e., fast mapping) in addition to language products (i.e., vocabulary, syntax).

Keywords

semantics language/linguistics syntax acquisition/development language assessment environment

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