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Education

Education Letters





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Early Learning

Aviva Rutkin writes that by the age of 3 children from affluent families have heard some 30 million more words than their impoverished counterparts (29 November 2014, p 14).

The article goes on to discuss the consequences of this disadvantage in terms of brain development. But has anyone thought to ask how and why this relative deprivation occurs in the first place?

The article seems to take such a state of affairs as a given. But if it is as serious a disadvantage as the article suggests, surely the root cause needs to be addressed, not merely responding to the consequences on a post-hoc basis?

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