Are some kids really smarter just because they know more words?
Low-income children are more likely than their higher-income peers to be in factory-like classrooms that allow little interaction and physical movement. As a result, these children spend more time sitting, following directions and listening rather than discussing, debating, solving problems and sharing ideas.
Focusing on the “word gap” further perpetuates these problematic learning opportunities and deprives children of the types of learning experiences required to develop a range of sophisticated capabilities.