The Family’s Role in the Relation between Socioeconomic Status and Early Language Development

Early language ability is fundamental to later school readiness and academic success. By age 3, many children from low socioeconomic backgrounds have fallen behind their more affluent peers in a variety of language skills. Here, we present the rich body of data linking SES to early language outcomes. We further examine three mechanisms through which SES exerts its influence: The quantity of language input, the quality of language interactions, and the availability of learning resources. Finally, we review early interventions designed to enhance low-SES children's language development by targeting the above mentioned mechanisms. Future research must address the enormous heterogeneity within low-SES populations and develop interventions and research methods that adapt to low-SES families' diverse sociocultural contexts and needs.