This document summarizes effective educational strategies that take student poverty into consideration. It discusses how poverty affects children's cognitive development, academic achievement, and relationships. Specific strategies are recommended to build vocabulary, relationships, student expectations, and working memory which can help mitigate the effects of poverty on learning. Teacher expectations, gestures, and social interaction are emphasized as ways to engage students and support language development.

1. Effective Educational Strategies That
Take Poverty into Consideration
Phuong Lien Palafox, M.S., CCC‐SLP
Region 15 Education Service Center
August 14, 2014

2. Disclosure Statement:
Phuong Lien Palafox, CCC-SLP is employed
by Bilinguistics, Inc.
Disclosure:
Financial — Salaried by Bilinguistics, Inc.
Nonfinancial — None

3. Phuong Lien Palafox,
CCC-SLP

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7. Location Data
Type
2011 2012 2013
United
States
Number 16, 387,000 16, 397, 000 16, 087,000
Percent 23% 23% 22%
Children in Poverty

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10. http://datacenter.kidscount.org/

13. 2000‐2010
+ 2 million

14. + 1 million

16. “Officially Poor”Officially Poor

17. http://aspe.hhs.gov/poverty/13poverty.cfm

18. 1963‐1964
Food was about 1/3 of a family’s budget
Federal Poverty Measure = Food Budget X 3

19. Modern Families’ Expenses

20. Today:
Food = 1/7th
Family
Budget
But Poverty Measure Remains the
SAME, only updated annually for
inflation.

21. What does the
poverty measure tell
us?
21

23. 12%
38%
9%
37%
Married Single‐Parent
Poverty Differs by Family Type
Texas US
KIDS Count Data Center 2012

24. 2012 American Community Survey (Kids Count Data Center)
4x

25. Child poverty differs by race
34%
40%
15% 14%
Hispanic Black Asian White not‐Hispanic
2012 American Community Survey, U.S. Census Bureau

27. Poverty differs by age
21.8%
13.7%
9.1%
Kids
Working
‐age 65+
2012 U.S. Census Bureau

28. 30% Lack Secure Employment

29. Trends in
Education

30. Source: Annie E. Casey Foundation, National KIDS COUNT Report F. Deviney, 2012

32. Below
Proficient
Reading
Level
83%
52%

33. 91% of 4th Graders who are
English Language Learners scored
below proficient reading status

34. Toddlers from middle and high income families speak
MORE than parents from low SES environments when
speaking to their own children. ‐ Bracy, 2006

35. Dropouts only make 36 cents for every
dollar earned by college graduates

40. ERIC
Jensen
TOUR 2014

41. 0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Language Working Memory Cognitive Control Reward Processing Memory Spatial Cognition
Effect Sizes
Noble et. Al 2005
Cognitive Functions & Low SES

42. Emotional
& Social
Challenges
Acute &
Chronic
Stressors
Cognitive
Lags
Health &
Safety
Issues
Four Primary Risk Factors Affecting Families Living in Poverty

43. Jensen, Eric. (2009). Teaching with Poverty
in the Mind. Alexandra, Virginia: ASCD.

44. Neurogenesis

45. Merriam‐Webster’s
Definition
development of nerves,
nervous tissue, or the
nervous system

46. SLP Definition
The brain is GROWING
and getting SMARTER.

47. Build Vocabulary.
Every. Single. Day.

48. By 3rd grade, children add about
3000 vocabulary words per year.

49. An average reading program teaches
about 400 words per year.

50. Type I Words: Basic Words
(girl, happy, fast)
Montgomery, 2007

51. Type II Words: High Frequency Words,
Across Multiple Domains, Multiple
Meanings (measure, sympathy,
estimate)
Montgomery, 2007

52. Type III Words: Low
frequency, Subject Specific
(Isotope, chasm, warp)
Montgomery, 2007

55. Relationships
Matter

56. Student
Expectations
1.44

57. Effect Size
.00 or less: Negative Effect
.00 ‐.20: Negligible, Unclear Effect
.20 ‐.40: Small‐moderate Effects
.40 ‐.60: Very Strong Effects
.60 ‐ 2.00: Extreme Effects

58. Teacher
Expectations of
Student Success
1.03

59. I work (clap, clap)
I work (clap, clap)
I work on telling a story!
I work (clap, clap)
I work (clap, clap)
I work on
opposites.
I work (clap, clap)
I work (clap, clap)
I work on Thinking
About Others!

60. Through These Doors Walk
Erudite
Students

62. Picture Source: Washing ton Post

63. 3X Better with Gestures
90% vs 33%
After 3 Weeks

64. Hi Five
Low Five

65. Working
Memory

66. Let’s ALL
tell a
story!

70. OUR

71. Social
Autopsy

73. Click to visit www.bilinguistics.com

74. Difference or Disorder? Understanding
Speech and Language Patterns in
Culturally and Linguistically Diverse
Students
Rapidly identify speech‐language
patterns related to second language
acquisition to
distinguish difference from disorder.