Boosting School Performance of Children from Low-income Families
Despite decades of interventions and billions of dollars spent, a large gap in school achievement stubbornly persists between children living in poverty and their more advantaged peers. A team of Morgridge Institute for Research Discovery Seed Grant recipients will focus on an overlooked cause of this problem for African American children from low-income families. In their early years, many of these children become fluent in one English dialect, called African American Vernacular English, only to encounter another, Standard American English, when they enter school. Co-principal investigators are Mark Seidenberg, Psychology, Jan Edwards, Communicative Disorders, and Julie Washington, Communicative Disorders.
Ultimately, intervention techniques to help children become familiar with the dialect of instruction before school entry.
- Madison Metropolitan School District
Jan Edwards, Professor
Department or Other Unit
Communicative Disorders, Psychology
School or College
College of Letters & Science
Project last updated on 5/04/2009