Senior Honors Projects, 2010-2019

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Graduation

Spring 2017

Document Type


Degree Name

Bachelor of Science (BS)


Department of Communication Sciences and Disorders


Rory A. DePaolis

Stacey Pavelko

Christina Kuo


During the early months of a child’s language development, their ability to perceive and process language is very fluid and the language input they receive can have a large impact on their language later in life. From the beginning, children need to be able to differentiate the sounds of speech from the rest of the sounds that occur in their environment (Golinkoff, Can, Soderstrom, Hirsh-Pasek, 2015). In other words, children are exposed to the different sounds in their environment and they begin to pick up on the speech sounds, such as conversation-like interactions, with their parents (Golinkoff et al., 2015). Hart and Risley (1995) found that there were differences in the amount of interaction parents have with their children correlated with socioeconomic status (SES) groups. Researchers have identified that the more interaction that children have with their families, the greater their vocabulary will grow (Golinkoff et al., 2015). The results showed no significant difference between the low SES mothers and the mid SES mothers.



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