Language Development in Socially Disadvantaged Children

Abstract

circumstances have not equipped many of these children to conceptualize clearly or to verbalize adequately, their ability to profit from compensatory opportunities provided them, especially those of the school, seems to be limited. Two main questions then become relevant for an understanding of their difficulties: (a) How is the language acquisition of these children different from that of middle class children? (b) How do language and speech characteristics vary according to social class? Since studies pertaining to middle class children have been summarized elsewhere (McCarthy, 1954), this review will be limited to a presentation of investigations concerned specifically with language development and characteristics in children of low socioeconomic status.

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